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Country Paper: Status and Major Challenges of Literacy in Nigeria

Prepared by the Federal Ministry of Education of Nigeria

June 2010

This paper was prepared as a contribution to the Eighth E-9 Ministerial Review Meeting. It has not been edited by UNESCO. The views and opinions expressed in this paper are those of the author(s) and should not be attributed to UNESCO. The paper can be cited with the following reference: “Country Paper prepared for the Eighth E-9 Ministerial Review Meeting”

Eighth E-9 Ministerial Review Meeting on Education for All

“Literacy for Development”

Abuja, Nigeria

21-24 June 2010

2010/ED/EFA/E9/RP/4Original: English

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TABLE OF CONTENTS Acknowledgements Executive Summary Acronyms CHAPTER ONE: NATIONAL CONTEXT 1.1 Demographic Composition 1.2 Target Groups CHAPTER TWO: DEVELOPMENT 2.1 Definition of Development 2.2 Development Goals 2.3 Literacy and Development Actions to raise public awareness CHAPTER THREE: POLICY, PLANNING, LEGISLATIVE AND FINANCIAL FRAMEWORKS 3.0 Introduction 3.1 Literacy in National Legislation 3.2 Literacy Activities of other Ministries Ministry of Health Ministry of Women Affairs Ministry of Agriculture Youth Development 3.3 Literacy in National Development Frameworks Poverty Reduction Strategies and Literacy Literacy in Regional/Sub-Regional Framework 3.4 Literacy Financing 3.5 Literacy in National Plans 3.6 Key Challenges in Literacy Policy and Planning CHAPTER 4: INSTITUTIONAL FRAMEWORKS 4.0 Introduction 4.1. Government 4.2 Other Stakeholders United Nations /Other International Development Organizations United Nations Development Programme (UNDP) United Nations Educational, Scientific and Cultural Organization (UNESCO) United Nations Children’s Fund (UNICEF)

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ACTION AID NGOs Non-Governmental Association for Literacy Support Services (NOGALSS) Reading Association of Nigeria Local Communities: University Village Association (UNIVA) Higher Educational Institutions 4.3 Coordination 4.4 Key Challenges CHAPTER FIVE: PROGRAMME FOR YOUTH/ADULT LITERACY AND DEVELOPMENT 5.0 Introduction 5.1 Learner motivation 5.2 Content of literacy programmes 5.3 Materials 5.4 Teaching methodology 5.5 Educators/Facilitators Providing Literacy Classes 5.6 Language of Instruction 5.7 Mechanisms Used to Scale-up Effective Programmes 5.8 Key Challenges CHAPTER SIX: EXAMPLES OF PROGRAMMES 6.0 Introduction 6.1 Literacy by radio

Objectives Strategies Successes Challenges Targets and Age Groups Language of Instruction Focus of the Programme Materials and use of ICTs Teaching Methodologies Monitoring and Evaluation Mechanisms Community Involvement Scale of the Programme. Duration Unit Costs Funding Sources Diplomas/Qualifications and Equivalency with Formal Education Percentage of Course Completers Long Term Impact on the Learners

6.2 REFLECT

Introduction Objectives

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Strategies Successes Challenges Targets and Age Groups Language of Instruction Focus of the Programme Materials and Use of ICTs Teaching Methodologies Monitoring and Evaluation Mechanisms Community Involvement Scale of the Programme. Duration Unit Costs Funding Sources Diplomas/Qualifications and Equivalency with Formal Education Percentage of Course Completers Long Term Impact on the Learners

CHAPTER SEVEN: MONITORING AND EVALUATION 7.0 Introduction 7.1 Literacy Assessment The National Survey 2009 Detailed Results and Recommendations Design and Execution of the Survey Self-Assessment Population with Disabilities

School Attendance Result of Assessment Literacy Assessment Result General Literacy Rate by Age Group Youth Literacy – English Language Youth Literacy –Any Other Language Youth Literacy – Any Language Adult Literacy Adult Literacy – English Language Adult Literacy – Any Other Language Adult Literacy – Any Language Willingness to Learn How to Read and Write Awareness of Literacy Programmes Access to Literacy Programme Utilisation of Literacy Centre Expectations from the Governments Recommendations: 7.2 Programme Evaluation 7.3 Information Management System for Literacy and Non-Formal Education (NFE)

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7.4 Outcomes of Literacy Programmes Results: Impact/Achievements

Recommendations Pamoja Nigeria Impact Report 2009 Recommendations

7.5 Key Challenges CHAPTER EIGHT: COMMITMENT FOR THE FUTURE

8.0 Introduction 8.1 Goals 3: Learning Needs of Young People and Adults Goal 4: Adult Literacy 8.2 Scaling Up Non-Formal Education (NFE) Against 2015.

(A) The National Blueprint For Adult And Non –Formal Education (B) The National Bench Mark for NFE and Qur’anic Schools

Objectives and Timelines Funding Sources Release of the UBE Intervention Fund Accessing Of UBE Matching Grants 8.3 Experiences of E-9 Countries 8.4 Nigeria’s Prospect in Relation to EFA Goal 4 by 2015

The Teacher Factor in the New National Policy on Teacher Education (2009)

8.5 Nigeria’s Support of a Declaration of the E-9 collective commitment Commitment to Literacy eradication, Open Schools and Open and Distance Learning Alternatives Commitment to the UNLD International Strategic framework for action (2009) List of Tables

Table 1: Result of Reading Exercise-English Language

Table 2: Result of Writing Exercise – English Language

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ACKNOWLEDGEMENTS

The preparation of a comprehensive and analytical Nigeria’s Country Report on the theme “Literacy for Development” for the Eighth E-9 Ministerial Review Meeting holding in Abuja, Nigeria, from 21st – 24th June, 2010 could not have been possible without the support of concerned Ministries, Departments and Agencies. Our sincere gratitude goes particularly to His Excellency, the President and Commander-in-Chief of the Armed Forces of the Federal Republic of Nigeria, Dr. Goodluck Ebele Jonathan (GCON) who graciously gave approval for the Eighth E-9 Ministerial Review Meeting to take place in Nigeria for the first time and for accepting to declare the Meeting open. We are equally grateful to the Honourable Minister of Education, Professor (Mrs.) Ruqayyatu Ahmed Rufa’i (OON) and the Permanent Secretary, Professor O. A. Afolabi, who gave us the necessary inspiration, support and the enabling environment for preparing the Country Report. In producing this Report, the Consultants were guided by the reports and publications received from the following Agencies: National Commission for Mass Literacy, Adult and Non-Formal Education (NMEC), the Universal Basic Education Commission (UBEC), National Commission for Nomadic Education (NCNE), National Teachers’ Institute (NTI), Nigerian Educational Research and Development Council (NERDC), National Open University of Nigeria (NOUN) and the Education for All (EFA) Unit of the Federal Ministry of Education. We are extremely grateful to the Chairman and members of the Technical Sub-Committee for their insightful contributions to the production of this Report. As the drafting of the text neared its final phase, a helpful meeting took place in Abuja, Nigeria to consider the final version. We appreciate the efforts of UBEC, NMEC and the Nigerian National Commission for UNESCO (NATCOM-UNESCO) staff for their important contributions in putting together vital information, which they undertook in excellent spirit. We want to also put on record that this Country Report would not have been possible without the technical support and generous financial contributions of UNESCO Office, Abuja and NMEC We are appreciative the efforts of the following Consultants, who in spite of time constraint produced a highly informative document: Professor Thomas Olusola Fasokun of the Obafemi Awolowo University, Ile-Ife; Professor Gidado Tahir of the University of Abuja; Professor Victor Owhotu of the University of Lagos and Dr. (Mrs.) Iyabo Fagbulu, a retired National Programme Officer, UNESCO Office, Abuja. The comments of the Critique Team who worked painstakingly on the draft report are highly appreciated. Finally, we are indeed grateful to the staff of the Nigerian National Commission for UNESCO, who showed dedication and commitment to duty and facilitated the completion of this Report on schedule. THE NIGERIAN NATIONAL COMMISSION FOR UNESCO FEDERAL MINISTRY OF EDUCATION ABUJA, NIGERIA, JUNE 2010

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ACRONYMS

ADEA - Association for Development of Education in Africa ALE - Adult Learning and Education ANFE - Adult and Non-Formal Education AU - African Union CSACEFA - Civil Society Action Coalition for Education For All CONFINTEA - International Conference on Adult Education CSO - Civil Society Organisations CRF - Consolidated Revenue Fund DFID - Department for International Development ECCDE - Early Childhood Care and Development Education ECOWAS - Economic Community of West African States EFA - Education for All EMIS - Education Management Information System ETF - Education Trust Fund FCT - Federal Capital Territory FEC - Federal Executive Council FGN - Federal Government of Nigeria FME - Federal Ministry of Education FRN - Federal Republic of Nigeria FSLC - First School Living Certificate GCE - General Certificate of Education ICT - Information and Communication Technology IDPs - International Development Partners IFESH - International Foundation for Education and Self-Help JICA - Japanese International Cooperation Agency JSS - Junior Secondary School JSSCE - Junior Secondary School Certificate Examination LEEDS - Local Economic Empowerment and Development Strategy LGCs - Local Government Councils LIFE - Literacy Initiative for Empowerment LSCS - Literacy Service Contracting Scheme NAPEP - National Agency for Poverty Eradication Programme NBS - National Bureau of Statistics NFE-MIS - Non-Formal Education Management Information System MDGs - Millennium Development Goals MLA - Monitoring of Learning Achievement NAP - National Action Plan NAPEP - National Agency for Poverty Eradication Programme NCE - National Council on Education NCE - Nigeria Certificate in Education NCNE - National Commission for Nomadic Education NEEDS - National Economic Empowerment and Development Strategy NEPAD - New Partnership for African Development NERDC - Nigeria Educational Research and Development Council NFE - Non-Formal Education NGOs - Non-Governmental Organisations NMEC - National Commission for Mass Literacy, Adult and Non-formal Education NNCAE - Nigeria National Council for Adult Education NOA - National Orientation Agency

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NOGALSS - Non-Governmental Association for Literacy Support Services NOUN - National Open University of Nigeria NPC - National Planning Commission ODL - Open and Distance Learning OSSAP - Office of the Senior Special Assistant to the President PRA - Participatory Rural Appraisal PRSP - Poverty Reduction Strategy Paper RAN - Reading Association of Nigeria RBA - Rights Based Approach REFLECT - Regenerated Freirean Literacy through Community Empowering

Technique SAME - State Agency for Mass Education SEEDS - State Economic Empowerment and Development Strategy SIWES - Student Industrial Work Experience Scheme SSS - Senior Secondary School STAR - Stepping Stone on REFLECT Action SPDC - Shell Petroleum Development Company (Nigeria) TCII - Teachers’ Certificate Grade II TOF - Training of Facilitators TOT - Training of Training TSS - Teachers’ Salaries Scheme TVET - Technical Vocational Education and Training UBE - Universal Basic Education UBEC - Universal Basic Education Commission UBEP - Universal Basic Education Programme UIL - UNESCO Institute for Lifelong Learning UNDP - United Nations Development Programme UNESCO - United Nations Educational, Scientific and Cultural Organization UNESS - UNESCO National Education Support Strategy UNICEF - United Nations Children’s Emergency Fund UNIVA - University Village Association UNLD - United Nations Literacy Decade UPE - Universal Primary Education USAID - United States Agency for International Development WASC - West African School Certificate

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EXECUTIVE SUMMARY

This report is a product of an extensive review of various government and other documents, analysis of data and information on the performance of literacy, adult and non-formal education in the past decade in Nigeria. It highlights the various consultations with officials and practitioners in public, private and civil society organisations that plan, coordinate and implement programmes of literacy for development in Nigeria. The report is divided into eight chapters, each focusing on a specific key aspect of the subject matter within the Nigerian context. These chapters are: the National Context; Development Plans; Policy, Planning, Legislative, and Financial Frameworks; Institutional Frameworks; Programmes for Youth and Adult Literacy for Development; Examples of Programmes; Monitoring and Evaluation and Commitment for the Future. The first Chapter of the Country Report describes the geo-political position of Nigeria, with its demographic composition, by highlighting the different age and language groups, literacy, enrolment, drop-out and completion rates for primary and secondary schools. The chapter further identifies the diverse target groups for literacy programmes by age, sex, ethnic origin, locality, economic status, occupation and language. Doing this was necessary in setting the context for further discussion on the subject of literacy and development in Nigeria. The major point of emphasis in this chapter is that there are serious gender inequalities in educational attainment. School enrolment among children 6 – 14 years, which is roughly 3.6 million of them are not attending school. This figure represents 10% of children in this age bracket. The second Chapter examines the concept of development within the context of Nigeria’s national development plans; for example, Poverty Reduction Strategy Paper (PRSP) and the National Economic Empowerment and Development Strategy (NEEDS). The chapter extensively examines the extent to which literacy education equips people with knowledge, skills and attitudes for economic self-sufficiency and poverty reduction for sustainable development. In view of the large number of people who are not even aware of the existence of any literacy programme and or centre in their communities, the chapter calls for a concerted effort by government and other stakeholders to embark on a coordinated awareness raising campaign to enlighten prospective learners. Chapter three discusses policy, planning and legislative frameworks of literacy in Nigeria. It contends that literacy is one of the cardinal educational objectives adopted by Nigerian government as stipulated in its National Policy on Education (2004). The section clarifies the meaning and specifies the boundaries of literacy, adult and Non-Formal Education. The Federal Government created institutions with legal backing to give effect to its intention. These institutions are: The National Commission for Mass Literacy, Adult and Non-Formal Education (NMEC), National Commission for Nomadic Education (NCNE) and the Universal Basic Education Commission (UBEC). These agencies developed their plans, which fed into the National Plan, and evolved strategies for achieving them. The roles of stakeholders (governmental and non-governmental including international development agencies in complementing the roles of the mainstream literacy agencies) have been highlighted, particularly in implementation, policy support, and funding. The key challenges have been identified and a call has been made to address them in order for literacy activities to flourish. Chapter four titled, “Institutional Framework”, highlights the strategic role of the governmental, and non- governmental institutions in planning and implementing literacy for development in

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Nigeria. Although Federal Government is the major driver in this instance through its agency, NMEC, States and Local Governments are the critical implementing agencies with support from national and International donors. Collaboration, cooperation and linkages between state and non- state actors are critical success factors in ensuring effective and realistic planning and implementing literacy for development .The issue of inadequate funding at both state and federal levels is one key challenge that is affecting the smooth operation of adult literacy education in Nigeria. Consequently, there is the dearth of infrastructural facilities, limited human capacity and weak incentive structure. Chapter five, which focuses on programme for Youth and Adult literacy for Development, is a presentation of viable programmes of literacy in Nigeria that may be available for implementation. In this wise, the Chapter goes into some details to discuss learner motivation, programme contents, materials and methods of instruction as well as management issues bordering on facilitators, language of instruction and strategies for scaling – up those programmes adjudged to be effective. The Chapter finally discusses key challenges in programme development and delivery and concludes that limited political will, inadequate funding, low quality personnel and weak monitoring structure have continued to elude this sub- sector of the nation’s education. Out of the many literacy programmes for development highlighted in the previous Chapter, Chapter six identifies two of them as examples of best practice. These are Literacy by Radio and literacy provision through the use of Regenerated Freirean Literacy through Empowering Community Techniques (REFLECT). The programmes have been extensively discussed with emphasis on their nature, strategy, success and challenges. What remains to be done is for these programmes to be up- scaled so that their benefits can spread far and wide with the hope that they eventually get institutionalised. Chapter Seven presents the existing situation regarding monitoring, assessment and evaluation of literacy in Nigeria. The 2009 National Literacy Survey, which is so far the most authentic and significant document for policy and planning serves as a major plank that anchors the submission of this Chapter. On the basis of the discussion of the Survey results, some important recommendations are put forth, notably, the need to provide adequate funding and personnel to NMEC to enable it deliver on its mandate effectively and promote gender equality which supports girls’ education. On programme evaluation, the Chapter emphasises the adoption of the existing standard guideline and frameworks in undertaking evaluation of literacy activities by NMEC. The Chapter also presents government’s effort in developing Literacy and Non- formal Education management information system (L- NFEMIS) along a wide range of parameters in order to have an integrated system that would gather relevant, timely and authentic data on all aspects of literacy based on existing global best practice. This chapter concludes that lack of systematic, credible and standard approaches to assessment, monitoring and evaluation in literacy and basic education is one of the most important challenges confronting this sub-sector of the nation’s educational system. The final chapter, “Commitment for the Future”, focuses on EFA goals 3 and 4. These goals emphasise the learning needs of young people and adults, and adult literacy. National initiatives with their frameworks, blueprints, benchmarks, particularly the Roadmap for the Nigerian Education Sector, are analysed and on that basis, a call has been made for the review of the UBE Act 2004 with a view to locating literacy and adult education within the mainstream of the national basic education agenda. This is perhaps the surest way to reinforce the nation’s commitment to literacy for development.

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CHAPTER ONE NATIONAL CONTEXT

 1.0 Introduction This first section of the Country Report on Literacy and Development describes the demographic composition of Nigeria, highlighting the different age and language groups, literacy, enrolment, drop-out and completion rates for primary and secondary schools. The section also indicates target groups of literacy programmes by age, sex, ethnic origins, locality, economic status, occupation and languages.

1.1 Demographic Composition

In 2006, the population of Nigeria was estimated at 140 million – nearly one-quarter of Sub-Saharan Africa’s population. It is estimated that one in every six black persons in the world is a Nigerian. The country is composed of more than 250 ethnic groups, and more than 500 indigenous languages and dialects, with three major tribes – Igbo in the East, Hausa in the North and Yoruba in the West. However, the official language in Nigeria is English. The country is made up of 36 States and a Federal Capital Territory (FCT), Abuja, subdivided into 774 local government areas in six geo-political zones.

The 2006 population census suggests a growth rate of 2.3% per annum with the age distribution showing that persons aged 15 years and below constitute about 45% of the 140 million Nigerians, people between 15 years to 59 years constitute 51.7% while those of 60 years and above are just 3.3%. The census shows that there are more males than females, with a male/female ratio of 65.1:48.6. The population in the urban centres is put at 47% while that of the rural is 53%. Literacy rate is 70.8 consisting of 63.8% for females and 77.8% among males. (FME, Bali 2008a).

Nigeria covers an area of 924,000 square kilometres and is bordered by the Gulf of Guinea and the Atlantic Ocean in the south, Republic of Cameroon in the east, Republic of Benin in the west and Niger and Chad in the north. The topography ranges from mangrove swamp land along the coast to tropical rain forest and savannah to the north. The Sahara desert encroaches upon the extreme northern part of the country while gully erosion threatens the carrying capacity of lands in the South. Some 10 percent of the land is covered with forest, and Nigeria’s wood resources include large stands of mahogany, walnut, and obeche. However, rapid deforestation has reduced Nigeria’s forest by 50 percent in the last 15 years, and the potential for their future exploitation is extremely limited. The country’s fishery resources are fairly small and are concentrated in the coastal area.

The education system is built on the National Policy on Education which was launched in 1977, revised in 2004 is further being reviewed. The country operates a universal basic education system which is free and compulsory. Section 3 of the 2004 version of the policy declares that “Basic education shall be of 9-year duration comprising 6 years of primary education and 3 years of junior secondary education. It shall be free and compulsory. It shall also include adult and non-formal education programmes at primary and junior secondary levels for adults and out-of-school youth”.

Statistics reveals that there are serious gender inequalities in educational attainment. Diverse factors are responsible for the inadequate access for both boys and girls in eastern and northern states of Nigeria respectively. In the same vein, a huge disparity still exists nationally between men and women, boys and girls in educational access, retention and completion. According to the National Literacy Survey by the National Bureau of Statistics (2009), literacy

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rate was calculated based on ability to read and write in English and any language and the overall adult literacy rate was 56.9%. Adult literacy rates were 74.6% and 48.7% for urban and rural areas respectively. The overall adult literacy rate among the males was 65.1% while that of females was 48.6%. Lagos maintains the lead among the States with 88.3% while Yobe State has the lowest adult literacy rate of 14.4%.

The Survey also shows the literacy rates by age group with 45% for ages 3-4 years, while the high literacy rates of 60-78% captures the age groups of persons between 15-29 years. The peak, 78% are persons between the age group 15-19 years.

On school enrolment among children of 6-14 years (basic education), about 3.6 million children of primary school age were not attending school. This number represents 9.5% of the population of children 6-14 years of age. The result shows a little gap between male and female children but there exists a wide gap between urban and rural areas: 3.1% in urban against 12.3% in the rural area.

The result of the Survey also reveals that close to half a million children dropped out of school within the period covered by the survey. This is about 1.7% of the population of children currently attending primary school. There is no significant difference in the rates for male and female children. The drop-out rate in the rural area is more than double that of urban for males and females.

Among youth of secondary school age group, overall literacy rate was 71.9%. For urban and rural areas the rates were 88.5% and 63.9%. The overall youth literacy rate among the males was 76.6% while that of females was 67.1%.

The challenge for Nigeria is to get education to the unreached in the rural areas where the majority of the population lives. It is also very urgent that the challenges posed by the girl-child education in some States of the north be tackled.

1.2 Target Groups

The target groups of literacy programmes in Nigeria can be deduced from the mandate and objectives of the National Commission for Mass Literacy, Adult and Non-Formal Education. The mandate is to provide basic literacy, post literacy, vocational and continuing education to the following target groups:

• Adults and adolescents (15 years and above) who have never been to school and cannot read or write;

• Adults and adolescents (15 years and above) who are above school going age but have not achieved the competencies of reading, writing and numeracy;

• Early school leavers who could not stay to achieve permanent literacy for effective work; • Adults/youths requiring rehabilitative education (including prisons inmates) known as

yandaba in the North, area boys in the South-West and out-of-school boys in the South-East and South-South of Nigeria;

• School age children and youths (6-14 years) not enrolled in the formal school system.

These target groups are found among:

• Women in purdah • Rural women • Peasant farmers

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• Market women and men • Out of school children and youths • Girl-child and out- of -school boys • Street children with no fixed address • Traditional Qur’anic school children (the Almajiris) • Adult Nomads/Migrant Folks • The physically challenged children/youth • Illiterate drivers • Illiterate workers/semi-skilled workers (road side mechanics, artisans etc) • Illiterate/semi-skilled junior workers in public and private sectors • Prison inmates requiring rehabilitative education.

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CHAPTER TWO DEVELOPMENT

2.0 Introduction Chapter 2 defines Development in the context of Nigeria’s national development plans and Poverty Reduction Strategy Paper (PRSP), the National Economic Empowerment and Development Strategy (NEEDS). It also looks at major development goals as laid out in the NEEDS. Another area in this section deals with the extent to which literacy education has been directed to equip the people with the knowledge, skills and attitudes they need for economic self-sufficiency, poverty reduction and sustainable development. Finally, it describes actions taken by Government to raise public awareness and support literacy activities as a means to achieve national development goals.

2.1 Definition of Development

The National Economic Empowerment and Development Strategy (NEEDS) articulates the national development plan and Poverty Reduction Strategy Paper (PRSP), the Vision 20:2020. The Constitution of the Federal Republic of Nigeria (1999) clearly stipulates that public policy must be directed to balance the objectives of efficiency, effectiveness, and equity to ensure a broad-based poverty-reducing growth and development strategy, the dividends of which will be distributed fairly among all classes. The NEEDS is based upon these principles. It is the strategy aimed at achieving the directive principles of state policy. The document captures the concept of development in wealth creation, employment generation, poverty reduction, corruption elimination and general value re-orientation (NEEDS, 2004).

Three other principles that underpin the NEEDS are:

• An incentive structure that rewards and celebrates private enterprise, entrepreneurial spirit and excellence;

• New forms of partnership among all stakeholders in the economy to promote prosperity among all arms of government: Federal-State-and Local; public-private; civil society and the International Community; and indeed all stakeholders.

• A public service that delivers prompt and quality service to the people.

2.2 Development Goals

Under the present administration, Nigeria’s development goals are encapsulated in the NEEDS, Nigeria’s home-grown Poverty Reduction Strategy Paper (PRSP). NEEDS is a medium-term strategy (2003- 07, 2008-2012) founded on the country’s long-term goals of poverty reduction, wealth creation, employment generation and value re-orientation for the development of Nigeria. This development strategy is a nationally coordinated framework of action in close collaboration with the State and Local governments (with States and Local Governments Economic Empowerment and Development Strategy, SEEDS and LEEDS) and other stakeholders to build a solid foundation for the attainment of Nigeria’s long-term vision of becoming the largest and strongest African economy and a key player in the world economy.

The vision for Nigeria’s development derives from the history, endowments, experience, and aspirations of the country. The vision underscores the necessity and urgency to build a modern Nigeria that maximizes the potentials of every citizen to become the largest and strongest African economy, and a force to be reckoned with in the world before the mid 21st century. Nigeria envisions a 21st century that is Africa’s century, and with Nigeria among the leading nations.

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The most recent articulation of this vision as embodied in the 2001 Kuru Declaration is as follows:

To build a truly great African democratic country, politically united, integrated and stable, economically prosperous, socially organized, with equal opportunity for all, and responsibility from all, to become the catalyst of (African) Renaissance, and making adequate all-embracing contributions, sub-regionally, regionally and globally.

The national development goals are anchored on the imperative to restore the fundamental values of Nigeria which have weakened over the years. The elements of this value system include respect for elders, honesty and accountability, cooperation, industry, discipline, self-confidence and moral courage.

These are the fundamental values upon which the development goals of NEEDS are built. Specifically, the Strategy hopes to lay a solid foundation for a national self rediscovery and strong values based upon:

• Enterprise, competition and efficiency at all levels. • Equity and care for the weak and vulnerable. • Moral rectitude, respect for traditional values, and extolling of our culture. • A value system for public service that makes efficient and effective service delivery to the

citizens. • Discipline at all levels of leadership.

According to the 2001 Kuru Declaration, all public officials (elected and appointed) swear to abide by certain codes of values embodying the development objectives and human capital improvement needs of the country. For the durability and sustainability of these values, the development strategy emphasises the conscious efforts that need to be made to mobilize the people to take cognizance of them. Without a paradigm shift, fundamental changes in mindset which it seeks to bring about will be difficult to attain and sustain.

To buttress the adoption of the country’s development goals, NEEDS seeks support from the 1999 Constitution of the Federal Republic of Nigeria which mandates that:

• The security and welfare of the people shall be the primary purpose of government; • The State shall, within the context of the ideals and objectives for which provisions are made

in this Constitution - a) harness the resources of the nation, promote national prosperity and an efficient, dynamic and self-reliant economy;

b) Control the national economy in such a manner as to secure the maximum welfare, freedom and happiness of every citizen on the basis of social justice and equality of status and opportunity.

• The State shall direct its policy towards ensuring- a) The promotion of a planned and balanced economic development;

b) That the material resources of the nation are harnessed and distributed as best as possible to serve the common good;

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c) That the economic system is not operated in such a manner as to permit the concentration of wealth or the means of production and exchange in the hands of a few individuals or of a group; and

d) That suitable and adequate shelter, suitable and adequate food, reasonable national minimum living wage, old age care and pensions, and unemployment, sick benefits and welfare of the disabled are provided for all citizens;

• Government shall direct its policy towards ensuring that there are equal and adequate educational opportunities at all levels

• The national ethics shall be Discipline, Integrity, Dignity of Labour, Social Justice, Religious Tolerance, Self-Reliance and Patriotism.

2.3 Literacy and Development

Literacy is an integral part of basic education and the benefit of quality basic education to individuals and the society is immense. A good basic education strengthened by the acquisition of literacy and numeracy is the minimum educational foundation upon which an individual can build lifelong learning attitudes. This is the reason why from as far back as the 70s, the Federal Government had started to emphasise functional literacy in all its policy documents: the National Policy on Education in 1977 to date; the Decree establishing the National Commission for Mass Literacy, Adult and Non-Formal Education, Decree 17 of 1990; the Vision 20:2020 and the National Economic Empowerment and Development Strategy (NEEDS, 2004) to mention a few. Empowered by literacy and numeracy, a person will be able to recognize and make economic, social and political choices.

It is recognized by Government that literacy education will help equip individuals with the knowledge, skills and attitudes needed for economic self-sufficiency, poverty reduction and sustainable development. Adult literacy will help the people to ease challenges they encounter in their daily lives such as challenges of poverty, income generation, health issues, shelter, food, security etc. However, this is still a huge challenge as the majority of illiterates in Nigeria live in remote rural communities, far from the purview of the government. They remain marginalized and unreachable.

The National Economic Empowerment and Development Strategy (NEEDS) lays out strategies through which the challenges about the welfare of the people, their health, education, employment, poverty-reduction, empowerment, security and participation can be reduced.

With about 50 percent of the population as children, education is seen under NEEDS as the most important bridge to the future and a powerful instrument of empowerment. The HIV/AIDS epidemic is not only a social problem, it is also a major threat to productivity and the economy. Effective health care delivery system, especially aspects directed at combating the scourge of HIV/AIDS and other preventable diseases (malaria and tuberculosis) is a key strategy for preserving a healthy citizenry. The ultimate goal of the development plan of the Government is to empower the people and lift them out of poverty and illiteracy.

Actions to raise public awareness

To raise public awareness of and support literacy activities as a means to achieve national development goals at the national and local levels, the Federal and State governments have consistently made remarkable efforts. Beginning from 1982, the Government launched a 10-

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year National Mass Literacy Campaign and directed state governments to establish agencies for mass education. In addition, two agencies at the national level, the Directorate of Food, Roads and Rural Infrastructure and the Directorate for Social Mobilization were also directed to assist states in the implementation of the mass literacy programmes. These efforts were consolidated with the establishment in 1990 of the National Commission for Mass Literacy, Adult and Non-formal Education by the Decree No. 17 of 1990 to, among other mandates, monitor and coordinate activities relating to the national mass literacy campaign to ensure the rapid and successful eradication of illiteracy in Nigeria.

Apart from the above, several programmes including conferences and seminars have been used by governments at the national and local levels to raise awareness on the need to be empowered through literacy and numeracy; one of the most important is the National Poverty Eradication Programme (NAPEP). Another such entity is the National Orientation Agency (NOA). Explicit programmes are directed at youth re-orientation and employment. The priority to agriculture (especially to improve the productivity of peasant farmers) is a key element of the poverty reduction strategy used in creating awareness by agencies of Government since over 50 percent of the poor are in agriculture. The continuing investment in water resources provides a key social service to the people. It also provides irrigation for increased agricultural productivity.

In collaboration with the States (under SEEDS) and local governments, an integrated rural development programme is a major strategy to stem the rural-urban migration. Another key strategy is inclusiveness and empowerment. In addition to giving the people economic empowerment, the development programmes also contain deliberate actions to give voice to the weak and the vulnerable groups through increased participation in decision-making and implementation, and laws and programmes to empower women, children, the handicapped, and the elderly.

Such efforts on the part of the Government have been supported by development partners and non-governmental organisations such as UNDP, UNESCO, UNICEF, USAID, ACTION AID, CSACEFA, UNIVA, NOGALSS, NNCAE, RAN and others. Some of these programmes in which several states and communities participated in the past and in which some are still participating include REFLECT, Literacy by radio. In 2007, ACTION AID organised an international roundtable on literacy titled “Writing the Wrong “ and in 2008 an international workshop was organised by the Federal Ministry of Education with support from UNESCO on the theme “Mass Literacy Campaign as a Strategy for Achieving the EFA and MDGs on Education in Nigeria”.

Unfortunately the National Literacy Survey in 2009 by the National Bureau of Statistic revealed that 33% of the adult population was aware of the existence of any literacy programme, as well as of literacy centres. Comparative analysis among the 36 States of Nigeria and the FCT Abuja shows that this awareness varies among the States, with States in the northern part of Nigeria having greater awareness (Niger 76.7%, Katsina 65.2%) than in the southern part (Ogun 5.5%, Lagos 13.5%). This is a challenge that the Government and other stakeholders need to overcome by embarking on a more coordinated and sustainable awareness creation nationwide to give access to the teeming illiterate people in the country.

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CHAPTER THREE POLICY, PLANNING, LEGISLATIVE AND FINANCIAL FRAMEWORKS

3.0 Introduction Nigeria with a population of over 140 million people has 43.5% non-literate citizens. For a country that desires to be among the 20 leading economies of the world by the year 2020, the need to aggressively address the issue of illiteracy becomes imperative. The goals of Education for All (EFA) and the Millennium Development Goals (MDGs), as well as the African Union (AU), NEPAD and NEEDS education strategy framework initiatives have set additional agenda for attacking this problem. To achieve this, there has to be a policy that clearly addresses the issue of literacy, an effective planning backed by legislative instrument and adequate financial framework that will support the implementation of literacy activities. 3.1 Literacy in National Legislation Literacy is one of the cardinal educational objectives adopted by the Nigerian Government in its National Policy on Education. This is evident, as it is reflected in the various education plans and other pertinent documents of government. Firstly, in 1977, the Nigerian Government released a policy document on education, which contained the government’s views on the philosophy of Nigerian education from pre-school through to the university levels. This document is titled the National Policy on Education (2004), which lays emphasis on universal, functional and qualitative education. Section 3 of the latest version of the policy declares that “Basic education shall be of 9- year duration comprising 6 years of primary education and 3 years of junior secondary education. It shall be free and compulsory. It shall also include adult and non- formal education programmes at primary and junior secondary levels for adults and out- of- school youth”. The National Policy on Education describes mass literacy, adult and non-formal education as the equivalent of basic education given to adults, children and youth of formal school age outside the formal school system. The aims as specified in the policy are to provide functional education for adults and youth who have never had the advantage of formal education or who left school too early. The target groups include migrant communities/people, almajiris, illiterate and semi-illiterate adults, youth and adolescents. It includes persons who left the formal school system early and are now willing to come back and continue schooling. It accommodates other categories of disadvantaged groups who are unable to have access to the conventional education system and therefore require other forms of educational programmes to cater for their peculiar needs and circumstances (FME, 2004). Secondly, in pursuance of the above objectives, the Federal Government established the National Commission for Mass Literacy, Adult & Non-Formal Education (NMEC) by NMEC Act 1990, and ensured that each of the 36 States and the Federal Capital Territory (FCT) established an Agency for Adult and Non-Formal Education to address the illiteracy pandemics of the Nigerian society. The mandate of these agencies is to eradicate illiteracy within their areas of jurisdiction by providing literacy programmes that suit the economic, cultural, social and political needs of the illiterate youth and adults. The activities of these agencies are coordinated by NMEC. The Commission is also working in close co-operation with various Non-Governmental Organizations (NGOs) which have been brought together under an umbrella body called Non-Governmental Association for Literacy Support Services (NOGALSS). The NMEC and State Agencies are actively engaged in running FOUR main Programmes, namely; Basic Literacy, Post-Literacy, Continuing Education and Extra-mural studies. The

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NMEC through the State Agencies coordinates the provision of basic literacy programmes for workers, physically-challenged, women, Non-formal Education (NFE) for the boy/Girl Child, and migrant fishermen/women. Strategies used in basic literacy programme include the Each- One- Teach -One or Fund the Teaching of One, the face-to-face classroom/interactive method, PRA/REFLECT (Participatory Rural Appraisal/Regenerated Freirean Literacy and Empowering Community Techniques) Methodology and the Literacy by Radio. The Commission’s strategies for achieving improvement in adult literacy by 2015 are as follows: • designing policies that will accelerate literacy promotion and mainstreaming; • increasing awareness on the importance of literacy and soliciting the participation and

cooperation of all in the task of making all Nigerians literate; • developing literacy programmes with special attention to disadvantaged groups such as

women, the physically-challenged, rural dwellers and out-of-school children, among others; • motivating and mobilising people to participate in mass literacy, adult and non-formal

education programmes through the mass media, especially through the radio; • monitoring and coordinating activities relating to the promotion of mass literacy; and • giving policy direction on mass literacy to the State agencies on matters concerning mass

literacy and adult education. Thirdly, the Federal Government established the National Commission for Nomadic Education (NCNE) by NCNE Act, Cap 243 LFN of 1989 to provide education to the nomadic pastoralists and migrants comprising fisher folks and farmers whose population is almost 10 million people. The nomadic education programme aims at providing basic functional literacy that will facilitate integrating the nomads into the national life and equipping them to make favourable contributions to the nation’s socio-economic development. The NCNE is charged with the responsibility of coordinating the implementation of the nomadic education programme and is expected to work in concert with all the UBE stakeholders for the actualization of the EFA and MDGs among the nomadic population in the country. To achieve the objectives for which NCNE was set up, an Action Plan, which spanned from 1996–2009, had some of its projects rolled-over to the 2010–2015 Plan period. The NCNE collaborates with NMEC and State Agencies for Mass Education (SAME) to fashion-out approaches on how each body can contribute to the successful implementation of functional adult literacy programme for the nomads. The NCNE employs a variety of strategies such as face-to-face campaigns at field levels, community leaders’ forum, use of radio, establishment of radio listening groups, development of radio-based distance learning programme, development of integrated radio curriculum and recruitment of youth from the nomadic communities to serve as literacy instructors. Fourthly, in pursuance of the EFA goals and the MDGs, the Federal Government established the Universal Basic Education Commission through the instrumentality of the Universal Basic Education (UBE) Act, 2004. The EFA goals interlock with the MDGs and both drive the direction in education globally. Thus, the enactment of the 2004 UBE Act gave birth to the Universal Basic Education Commission (UBEC) and UBE programme. This serves as the Federal Government’s vehicle for directly achieving EFA Goal 2 and MDG 2 of Universal Primary Education (UPE). All the activities in the UBE Programme either directly or indirectly relate to development of literacy in Nigeria.

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The National Action Plan (NAP) of UBE and its targets ensure that access to basic education is achieved by 2015, through the following strategies: • ensuring that by 2009, 100% of all children of official school age (6-11) including girls are

enrolled full-time in primary school or in an equivalent education programme; • ensuring that by 2015, all children, girls as well as boys of primary school age, are enrolled

in primary school or its equivalent; • improving the school completion rate by 30% to an overall rate of over 90% of those in

primary schools by 2010; • increasing by 50% in 2010 the number of children with disabilities to be mainstreamed into

primary school; • ensuring the achievement of 90% transition rate from primary to junior secondary school; • ensuring that by 2015, 80% of children up to the age of fifteen are enrolled in school or in an

equivalent education programme; and • reducing by 80% in 2015, the percentage of working children of school age, as well

providing those children still working, access to relevant basic education.

The Commission’s efforts at increasing literacy rates include the following strategies: • Advocacy with State Governments to access FGN/UBE funds; • Educating the society on the functions of UBE via a nationwide TV weekly programme “You

and the UBE”; • Integrating Qur’anic schools into the UBE Programme by mainstreaming the more than 10

million almajari children into basic education system; • Establishing a Ministerial Committee on the integration programme; • Initiating a dedicated UBE-based Girl-Child Education programme; • Expanding on the UBE Community initiated Self-Help Project; • Giving a special focus on the education of children with Special needs.

Fifthly, the National Open University of Nigeria (NOUN) was established by the National Assembly Act of 1983, but was suspended in 1984 and later resuscitated in 2002. The aim of NOUN is to raise the level of literacy of the Nigerian population by increasing access of Nigerians to formal and non-formal education in a manner convenient to their circumstances. NOUN presently has 30 Study Centres spread across the length and breadth of the country. Highlights of contribution of NOUN on literacy promotion include: developing NOUN’s Open and Distance Learning (ODL) delivery model; putting in place quality assurance mechanisms for learning, including facilitation; improving enrolment and retention rate of students; establishing study centres all over the country and in specialized organizations and providing effective learner-support and optimised ICT for service delivery. 3.2 Literacy Activities of other Ministries In addition to the activities of the Ministry of Education and those of its parastatals mentioned in 3.1, other ministries such as Health, Agriculture, Women’s Affairs, and Youth Development do have definite and clearly spelt out policies, plans and strategies for literacy education for youth and adults. Literacy activities are embedded in some of the activities and programmes they execute, although there are variations with respect to the literacy activities carried-out by various State ministries. The following sections present a brief description of the activities of these other ministries at the federal level.

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Ministry of Health Having established the link between literacy and poor health, the ministry is involved in equipping non-literate adults with vital health information through innovative programmes that combine literacy with health. Introducing knowledge and strategies for good health into literacy programmes is an effective method of reaching a majority of those at risk due to poor health and other damaging consequences of poverty. Other strategies used by this ministry include: primary health programmes; family planning and reproductive health programmes; exclusive breast feeding programme, female functional literacy and health programme and HIV/AIDS Awareness Campaign. Ministry of Women Affairs This ministry promotes the development of women with equal rights and corresponding responsibilities. Its activities include: stimulating actions to promote civic, political, social and economic participation of women, co-ordinating and monitoring women’s programme; promoting literacy and health programmes for women; and providing skill acquisition centres and women development centres for functional literacy. It also promotes the general welfare of women and works towards total elimination of all social and cultural practices having the propensity to discriminate against and dehumanise womanhood. Ministry of Agriculture This ministry provides education and mass literacy training for rural folks. It provides acquisition of vocational trade, skills, arts and crafts. Through its extension services activities for farmers, it introduces them to cutting-edge farming skills and equipment. Rural nutrition education, rural skill development and HIV/AIDS advocacy are among its other education-related activities Youth Development Nigeria has a National Youth Policy (2001) developed by this Ministry which addresses the problems of youth in Nigeria. Included in the set out objectives of this policy is the provision of opportunities for youth, whether in or out-of school, for vocational training geared towards self-employment and self-reliance. There is a provision for specialized educational programmes and institutions to cater for the needs of those with disabilities and an expansion of non-formal literacy programmes to capture young people as well as adults. These objectives among others are predicated on the fact that the provision of educational opportunities for youth is a fundamental pre-requisite for building a strong, virile, just, equitable and vibrant nation. This is in respect to both formal and non-formal components of the Ministry’s educational programmes. 3.3 Literacy in National Development Frameworks In order to give effect to its intention, the Federal Government of Nigeria identified literacy as a critical success factor in achieving its development objectives. Consequently, literacy is given a prime position in the national development frameworks. For instance, the National Economic Empowerment Development Strategy (NEEDS), the Vision 20-2020, the Federal Ministry of Education Roadmap for Nigerian Education Sector as well as the Universal Basic Education Programme (UBEP) articulated policy for literacy. The NEEDS policy framework, which focused on primary schooling, for instance has included the following: • Empowering Nigerians to acquire right attitudes, skills and knowledge; • Provision of unhindered access to basic education; • Improvement in the quality and delivery of education; and • Improvement in literacy rate.

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Poverty Reduction Strategies and Literacy Adult literacy is promoted at the level of advocacy under the National Poverty Eradication Programme (NAPEP). In fact, NAPEP advocates that every state government in Nigeria should commit at least 5% of its annual budget to economic empowerment and participation programme including adult literacy, remedial programmes, and health insurance for the poor, training and empowerment programme. This advocacy has yielded some dividends although much remains to be done. What is important at this juncture is to appreciate the attempt being made by a non-education specific agency to relate its success to the acquisition of literacy skills by youth and adults. Literacy in regional/sub-regional framework The African Union (AU) in its conference on the 2nd Decade of Education for Africa held in 2006, designed a plan of action with focus on seven key areas, namely: • Gender and Culture • Education management information systems • Teacher development, education and training • Tertiary education • Technical and vocational education and training (TVET) • Curriculum, and teaching and learning materials • Quality management. Priority areas of intervention for the Decade under gender and culture include, universal access in basic and secondary education and reduction in the number of out-of-school children and youth with special focus on persons with disabilities, situations of conflict in marginalised groups; enhance literacy competencies and cultural industries for the economic empowerment of women and men. Under Technical and Vocational Education and Training (TVET), emphasis was placed on Non-formal Education as an area of intervention, with specific focus on literacy and TVET for vulnerable groups within the time frame of 2006-2014, and targeted towards increasing numbers of literate adults, women and girls. The Economic Community of West African States (ECOWAS) in its 2nd Decade of Education for Africa Conference emphasised the need for member countries to provide opportunities for greater access to quality education and training for all citizens in the region. In their Education Reference Frameworks (ERF), one of the protocols addressed a wide range of educational issues, covering education and training policies, basic and secondary education, including adult education. However, the issue of literacy was not emphasised. The first conference of ECOWAS Ministers of Education in 2002 adopted five priority areas in education: • Distance education of teachers based on new technologies; • Support programme on HIV/AIDS prevention; • Support programme on Girls’ Education; • Support programme for the Teaching of Science and Technology; and • Technical Vocational Education and Training (TVET) The second edition of the conference of Ministers of Education held in 2004 was devoted to working out implementation strategies for the priority programmes. Literacy education in the sub-region ought to have been given a prominent attention considering that the majority proportion of its population is still illiterate.

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3.4 Literacy Financing Although literacy education is relatively under-funded, its sources for funding are many and varied. The bulk of literacy funds come from regular allocation by the Federal Government through its annual budget, the MDGs intervention funds, and donor agencies. NMEC receives a regular allocation from the Federal Ministry of Education and intervention fund from the Office of the Senior Special Assistant to the President (OSSAP) on the MDGs. For example, the Commission received N53.74m in 2007, and slightly more than this amount, N67.0m in 2009. For 2010, Government has approved a budget of N1.68 billion for NMEC, which is the highest so far in the history of the Commission. Since 2007, N500 million has been allocated on annual basis to the Commission by the OSSAP-MDGs. However, the Commission had difficulty in accessing and even utilising the fund due to limited executive capacity. In comparative relative terms funding literacy is not on sustained basis. The source from the MDGs, though substantial in comparative relative terms is not on sustained basis. However, the source that is sustainable is paradoxically unrealistic considering the quantum of financial resources required to eliminate illiteracy in Nigeria. The saving grace may come from the 2% of UBE Fund. The expectation is that UBEC will provide the two Basic Education Agencies (NMEC and NCNE) 2% out of its 2% from the Consolidated Revenue Fund of the Federal Government. If that is realised, mass literacy education and nomadic education programmes will receive the much awaited lifeline to resuscitate them. On a general level, poor funding by all levels of government is one of the most serious constraints militating against the successful implementation of mass education programmes. Since NMEC is not the only agency involved in implementing literacy programmes as earlier stated before, it is difficult to ascertain the actual or even the extent of investment governments and people of Nigeria make towards providing adult literacy and non-formal education in the country. 3.5 Literacy in National Plans The empowering role of literacy and its significance on development have been recognised worldwide. By 2006 National Census figure, Nigeria has over 40 million illiterates of which 60 percent are women, thereby placing Nigeria among the E-9 countries. The need therefore arises to make the eradication of illiteracy an essential aspect of the national plan. In order to achieve this, some attempts are made by government to engender active participation of professional adult educators at various levels of decision-making, especially as it relates to planning and implementation of non- formal education activities in Nigeria. 3.6 Key Challenges in Literacy Policy and Planning Despite the relatively impressive achievements recorded in the reduction of illiteracy in Nigeria, the financing of adult literacy education is far from satisfactory as alluded above. It is quite apparent that Nigeria is yet to match her intention of placing literacy on a higher pedestal with the actual budgetary allocation to that sub-sector. This no doubt, constitutes a very big challenge in literacy policy, planning and implementation processes at national and even sub-national levels. Through many agencies are involved in literacy activities, there is an apparent lack of uniformity in programme objectives and planning and implementation process. There is need for cooperation and collaboration among these agencies so that national operational guidelines can evolve and coordinated and concerted strategies for eradication of illiteracy emerge.

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Since there is no government policy to enforce some private service providers to team-up with Non-Governmental Association for Literacy Support Services (NOGALSS), which is as an umbrella organization, it is difficult to have accurate statistical data that will provide information needed when making decisions on policy and planning issues on national literacy programmes. So far, it can be stated that there is minimum representation of professional adult educators in both policy making and planning of literacy programmes at various levels of government agencies. This is a major challenge to government effort at developing a sound literacy policy for the country.

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CHAPTER 4 INSTITUTIONAL FRAMEWORKS

4.0 Introduction This section highlights the strategic roles of governmental and non-governmental institutions in planning and implementing literacy education in Nigeria. Although the Federal Government is the major driver in literacy provision, through its agency, NMEC, States and Local Governments are the critical implementing agencies with support from national and international agencies. Collaboration and cooperation between the state and non-state actors are critical success factors in ensuring effective and realistic planning and implementation of adult education programmes in the country. 4.1. Government At the national level, the government agency responsible for the planning, coordination implementation and monitoring of adult literacy programmes is NMEC. The Federal Government through NMEC makes national policy for the States to implement in order to ensure national uniformity. However, the States and Local Governments do also make complementary policies that are peculiar to their needs at their own levels to ensure the successful attainment of their objectives. The Federal Government through NMEC: • Ensures co-operation, co-ordination and collaboration amongst stakeholders; • Links States, Local Government Areas (LGAs) and Non-Governmental Organizations with

International Development partners; • Organizes national Stakeholders meeting for deliberation on issues of governance as they

affect the sector; • Sets standards and ensures relevance of curriculum, methods and materials; • Provides minimum standards on the recruitment of facilitators and their payment. At the State level, the State Government amongst many other functions: • Sets standards for effective service delivery; • Creates access by setting-up centres (classes) and materials; • Ensures quality and collaboration with stakeholders; • Provides governing laws, rules and regulations for uniformity and quality service delivery; • Innovates programmes, methods and curriculum that are grass roots-oriented; • Mobilizes all stakeholders for support. At the Local Government level, the Local Government: • Recruits facilitators in line with minimum benchmark and sets targets for them; • Pays facilitators allowance; • Ensures smooth running of the centres; • Provides and distributes materials and equipment to centres; • Ensures sensitization of the target groups; 4.2 Other Stakeholders 4.2.1 United Nations /Other International Development Organizations, United Nations Development Programme (UNDP) The United Nations Development Programme (UNDP) as one of the United Nations development agencies has played significant role especially in the nineteen-nineties in the

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promotion of literacy in Nigeria. The Programme had been involved in development advice, advocacy and grant support for literacy projects in Nigeria. For instance, in its 4th Country Programme (CP, 1994-1996) which had mass literacy as a focus, UNDP budgeted 8 million US dollars to support Nigeria’s efforts towards eradicating illiteracy in the country. UNDP also gave 100million Naira to 13 states of the Federation, under the FGN/UNDP assisted project. The mass literacy national programme was aimed at (a) raising the literacy rates of the country from 50% to 80% (b) making a total of 26 million adults functionally literate and (c) reducing the adult women literacy rate by at least half i.e. from 61% to 30.5% within the project period. The findings from a study carried out in the five South-East geo-political zone of Nigeria, namely Abia, Anambra, Ebonyi, Enugu and Imo, to assess the impact of UNDP assistance in mass literacy programme showed that on the average, UNDP made high impact in mass literacy in the zone. These states did not differ significantly in the level of impact made by UNDP in the mass literacy programme (Obasi, 2004), which is an eloquent testimony to the involvement of UNDP in literacy programme in Nigeria. However, since the conclusion of this project, UNDP has not been involved in any national literacy effort. United Nations Educational, Scientific and Cultural Organization (UNESCO) UNESCO has since been involved in the effort towards eradicating mass illiteracy in Nigeria as it has been playing significant roles in adult education. UNESCO has remained the main vanguard for championing literacy causes in Nigeria. It has participated actively in the conception; implementation and monitoring of an $8.021 million Federal Government of Nigeria/UNDP mass literacy programme (United Nations 1998). UNESCO’s support in Nigeria is felt more in the provision of technical assistance to the government for policy development and strategic planning through distribution of materials, consultancies, workshops, conferences and programme implementation. The organization, besides providing technical support to Nigeria’s efforts at providing basic education is also supporting the Literacy by Radio Project for Improving Community Education and Literacy. United Nations Children’s Fund (UNICEF) UNICEF is concerned with the education and health of children worldwide. UNICEF also plays significant roles in literacy and basic education. Nigeria has received tremendous amount of support from the UNICEF since 1977 to provide basic education to children especially those in difficult situations. This has lead to the evolvement of three unique programmes that have made impact in Nigeria’s quest of providing Education for All. The three programmes are: • Non-formal Education for children in Qur’anic Schools; • Non-formal Education for the Girl-Child and Adolescent Girls; • Non-formal Education for Boys Drop-out. • The Organisation has helped in the production of policy documents, primers and training

materials to enhance basic education and literacy activities. UNICEF has assisted NMEC to develop and produce the under-listed curricula:

• Non-Formal Education Curriculum for Out-of-School Boys; • Non-Formal Education Curriculum for the Girl-Child and Adolescent Girl; • Non- Formal Education Curriculum for Children and Youth in Qur’anic Schools; • Non-Formal Education Curriculum for children and youth in Quranic schools in Ajami.

In addition to the above UNICEF also initiated and conducted Measurement of Learning Achievement for Non-Formal Education (NFE); Data Management in NFE and Integration of modern (basic) Education into Qur’anic Schools. ACTION AID

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As an international organisation, ACTION AID Nigeria has supported the use of REFLECT in community development, which includes literacy delivery. More than 50 communities in Nassarawa, Bauchi, Gombe and Niger states have started using the approach with remarkable success. In some communities where REFLECT is in use, clinic and schools have been built through communal efforts, leaders that are found to be dishonest removed from office and women in such communities have had more say in decisions that affect their lives. The entire 36 states and the Federal Capital Territory, Abuja is adopting the approach with some impressive results. Finally, ACTION AID had also sponsored some participatory Action Researches in the area of mass education. Main NGOs Non-Governmental Association for Literacy Support Services (NOGALSS) NOGALSS is an umbrella body for NGOs all over the country involved in literacy delivery. NOGALSS envisions a Nigeria with all round Literacy and Development down to the grass roots level. Through its mission, literacy centres have been developed in all the nooks and crannies of the country. NOGALSS have continued to enlighten communities through the Rights-Based Approach (RBA). With the aim of assisting the country to achieve its targeted literacy level and thus achieve EFA, MDGs and Vision 20:2020, among others, NOGALSS as an NGO and Civil Society Organisation (CSO), carries out series of activities which include: service delivery in literacy; lobbying and advocacy through Rights-Based Approach among Ministries, Departments and Agencies as well as National and State Assemblies; mobilise members for campaigns; training/capacity building of its members; information-sharing through its periodic publications and also the production of its Newsletter, which enjoys wide distribution among its membership and other partners all over the country. Reading Association of Nigeria The Reading Association of Nigeria (RAN) is an association of teachers and other education professionals in Nigeria committed to literacy empowerment across all social classes in Nigeria. RAN works actively with policy makers in Federal, State and Local Governments, schools, parents, corporate bodies, United Nations agencies, donor institutions and non-governmental organizations to attain its goals. RAN collaborates with various bodies to promote literacy development in Nigeria. Some of the bodies include: • Heinemann, Nigeria Educational Research and Development Council and the International

Reading Association in publishing reading materials and instructional materials; • The Plateau State Ministry of Education and the State Broadcasting Corporation in airing

some of the script produced by RAN for Radio; • Shell Petroleum Development Company (SPDC Nigeria), Shell South Africa and READ

Educational Trust of South Africa in organising Train-the-Trainer Workshops reaching-out to some Primary Schools across Nigeria.

• UNICEF in organising workshops on basic literacy acquisition skills for primary school teachers.

RAN has also actively participated in workshops organized by the UBEC and has played active role in the development of a National Library Blue Print for Nigerian Universal Basic Education schools as well as the recommendation of appropriate text-books for use in such schools. Local Communities University Village Association (UNIVA)

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UNIVA is a community-based NGO that explores alternative means of promoting literacy, increasing recruitment and ensuring the retention of learners. UNIVA does these, through the adoption of innovative strategies involving the use of literacy and learner-generated materials, establishment of the drop-in centres in market places, involving the learners in learning process and encouraging and challenging learners to learn without tears, fears or boredom. UNIVA’s curriculum is based on what the learners do, practise and profess. UNIVA is a strong NGO in education that is working in partnership with Pro-Literacy USA. Higher Educational Institutions The first generation universities, especially the Universities of Ibadan, Ife, Lagos, Ahmadu Bello and University of Nigeria, Nsukka have played a leading role in the promotion of literacy activities in Nigerian higher education institutions. Apart from high manpower development and conducting of researches in the area of adult and community development education, these institutions have contributed in no small measure in providing adult basic education, which have impacted on the lives of the communities in which they are located. 4.3 Coordination NMEC is charged among other things with the responsibility of coordinating all aspects of Non-Formal Education in Nigeria. Stakeholders’ Forum is held periodically to assess and discuss literacy issues and proffer solutions to emerging problems. 4.4 Key challenges One of the key challenges in providing institutional backing to literacy programme implementation is limited infrastructural facilities in NMEC and the state agencies. These institutions and agencies suffer some inadequacies in office accommodation and basic material resources for literacy programme implementation. Furthermore, there are some observed lapses in the provision of logistics for effective monitoring, delivery of working materials and general coordination of literacy activities, especially in remote and difficult areas that are not easily accessible. The constraints of qualified adult education personnel in most agencies and the loose-link between NMEC and State agencies present a challenge to effective literacy programme implementation in the country. The inability of many State governments to meet-up with their counterpart funding requirements for accessing the UBE matching grant has posed some constraints to the provision of educational infrastructure and equipment. Consequently, literacy and adult education activities are stalled in the States.

CHAPTER FIVE PROGRAMMES FOR YOUTH/ADULT LITERACY AND DEVELOPMENT

5.0 Introduction This chapter presents the various programmes that are available for youth/adult literacy and development in Nigeria. In pursuance of this, it describes learner motivation, content of literacy

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programmes, available materials, teaching methodology, educators/facilitators providing literacy classes, language of instruction, mechanisms used to scale-up effective programmes and the key challenges in programme development and literacy provision. 5.1 Learner Motivation According to available data from a study carried out on what motivates learners to participate in literacy activities in selected communities in Nigeria (Fasokun, 2010), the following have been identified:

• Personal advancement: learners want to use literacy for business especially in their trading transactions in order to achieve higher status in a job; secure professional advancement; stay abreast of competitors and know what is happening around them and in the world.

• External expectations: learners want to comply with instructions from someone else; fulfil the expectations or recommendations of someone with formal authority.

• Cognitive interest: learners want to write their names and recognise words in their mother tongue and in English; they no longer want to be subjected to any indignity by allowing others to know about their private matters in letters; they want to learn for the sake of learning, seek knowledge for its own sake, and satisfy an inquiring mind.

• Social relationships: learners want to make new friends; use mobile phones without assistance; meet a need for associations and friendships.

• Social welfare: learners want to improve ability to serve mankind; prepare for service to the community; and improve ability to participate in community work.

• Escape/Stimulation: learners want to relieve boredom; provide a break in the routine of home or work; and provide a contrast to other exacting details of life.

5.2 Content of Literacy Programmes Essentially, the content of literacy programmes implies the teaching of reading, numeracy and writing with the aim of assisting learners to write their names and keep records of their daily activities. The level attained at the end of the programme may be compared to primaries 1-3 and 4-6 for basic and post-literacy levels respectively of the formal system. Emerging issues such as HIV/AIDS, life skills and real literacy materials are introduced to the learners from time to time. Different literacy programmes are offered in the 36 States of Nigeria and in the Federal Capital Territory (FCT) under the supervision of the State Agencies for Mass Education. A State usually selects those areas that are relevant to the needs of the people. The National Commission for Mass Literacy, Adult and Non-Formal Education (NMEC, 2007) ensures the delivery of literacy in Nigeria through the provision of the following core content of the national adult literacy programme: Basic Literacy Post Literacy Vocational Education Continuing Education

It is pertinent to note that all programmes listed above have developed curriculum that have official approval of the National Council on Education (NCE). It is to be noted that all literacy programmes do not share the same contents. They are tailored to local needs and contexts, especially when addressing groups with special needs. Specifically, curricula relevance has become one of the key issues in the design and development of

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curricula for various levels of education in Nigeria. This may have been responsible for their responses on the item on the approaches for determining contents of the curriculum for literacy programmes. Seven approaches were listed by the respondents. Cultural approach appears to be used by 25.9% of the respondents in determining the contents of the curriculum. This is followed by religious, syllabus-based, socio-economic, national harmonised curriculum from NMEC and scheme of work and lesson plan approaches. Others (i.e. unspecified approaches), according to 12.1% of the respondents are used in determining the curriculum content (ADEA report, 2008). There are equivalency programmes put in place to allow learners to obtain qualifications and continue in formal education systems through mainstreaming. Not withstanding after the basic literacy, the issue of post literacy and emerging opportunities for learners to mainstream to formal schools is yet to be fully accepted and implemented by all concerned. This is because some head teachers have shown outright reluctance in admitting out-of-school boys desiring to mainstream. However, in a State like Abia, approval has been secured by the State Agency for Mass Education (SAME), to conduct Junior Secondary School Certificate (JSSCE) for NFE learners. Adult literacy learners have been admitted into JSSCE in many States especially in Enugu which admitted JSSCE (7,177), Federal Capital Territory (FCT) with 1,831 and Bayelsa State with 1,568. This is done mainly through participation in State-based or National Common Entrance Examinations (67.7%), and continuous assessment and enrolment into continuing education programmes (16.1%). 5.3 Available Materials Adult literacy classes in Nigeria generally lack essential materials, basic facilities and infrastructure for effective teaching and learning to take place. Facilities in use in learning centres vary according to providers. Understandably, with no minimum specifications in an activity where everyone is encouraged to participate or lend a helping hand, learning centres are prevalent with diverse infrastructure. Classes are held in rented premises (usually in environments that are not conducive and not befitting the personality and age of the participants), school buildings, community halls, market places, church buildings, mosques, private compounds and so on. Facilities such as desks, fans and libraries, toilets are not always available in these centres. This is discouraging for some learners and reduces active participation in literacy classes. The National Commission for Mass Literacy, Adult and Non-Formal Education (NMEC) with the assistance of UNICEF however, developed, produced and disseminated NFE curriculum for out-of-school boys basically designed to address the problem of out-of-school youth, especially, the issue of relevance. Other curricular also produced include: • NFE Curriculum for the girl-child and the adolescent girl • NFE Curriculum for Qur’anic schools • Benchmark for Non-formal Education • Communication Strategy

Available records also indicate that UNICEF assisted NMEC to produce primers and facilitators’ guide in the following subjects: • English • Mathematics • Health Education • Basic Science • Social Studies and Citizenship Education

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• Business and Vocational Studies • Handbook on Life Skills. These reading materials are in circulation among the agencies, NGOs and other interested organizations. Other instructional materials made available and used in the literacy centres included classroom-based materials like exercise books, chalkboards, pencils, pens/biros and erasers. The responses also indicate that exercise books (18.3%) topped the list of available instructional materials while tools (7.6%) were the least available (ADEA, 2008). Instructional methods used around these literacy centres are mostly discussion, lecture, drama, and group work (NMEC/UNICEF, 2009). There is, however, a need to train instructors/facilitators on flexibility in their response to learning situations. It is necessary to take action leading to the development of a literate environment. The situation on ground is usually not conducive and a threatening learning environment that is not compliant with successful handling of andragogical strategies. To worsen it all, instructors/facilitators, notably 95%, have not undergone real practical training in the handling of andragogical strategies. 5.4 Teaching Methodology The strategies currently used in the conduct of the basic literacy programme include the Each-One-Teach One or Fund-the-teaching-of-One, the traditional classroom method, REFLECT methodology and the Literacy by Radio. Significant efforts have always been made to ensure effective delivery of literacy programmes to the teeming population in dire need of such programmes. Facilitator/learner interaction method (20.4%) and lecture method (18.4%) are still important methods of delivery in many literacy classes. Other methods include the Socratic techniques, simulation, drama, games, stories, proverbs, song, symposium and workshops, panel discussion, and debate. The use of Real Literacy Resource materials (RLM), Learner generated Resources (LGM), Drop-in-Centre (DIC), Work-Based Literacy, (WBL), Palace-Based Literacy (PBL) and Market Based Literacy (MBL), have also been used for the teaching of literacy. • In recent times, spirited efforts have been made through the activities of NMEC and State

Agencies for Mass Education to ensure equal access to adult and non-formal education with particular focus on gender equality and women empowerment. These are through:

• Increased awareness • Increased community ownership and participation in projects • Increased literacy rates • Literacy by Radio programme have been popularised and sustained through:

o Advocacy and sensitisation o Free distribution of radio sets throughout Nigeria o Mobilization o Monitoring and evaluation o Survey on street children o Regular payment of facilitators’ allowance o 10 Model Literacy Centres established in each of the 774 LGA

However, these methods of teaching have not been very effective as expressed by more than 80% of those interviewed in terms of enabling access to information; developing analytical skills and critical thinking; applying learning to the local environment in terms of improving the quality

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of life; helping learners develop relevant skills; helping learners develop attitudes such as a healthy lifestyle (including safe sexual behaviours); civic awareness and practice as well as expressing and communicating written information. The main reason adduced for the ineffectiveness of these methods of teaching was that more than 75% of the facilitators expressed that they were poorly remunerated and hence the motivation was not there to put in their best in order to achieve the desired results. 5.5 Educators/Facilitators Providing Literacy Classes The view is widely held that teaching literacy to adults is not a professional job but one better left to the willing and often unpaid volunteer amateurs. Proponents of this view do not see the necessity to make provision for full –time appointments and a career structure for facilitators in literacy classes. In essence, there are hardly any full-time instructors providing literacy classes in Nigeria. They are mostly hired on part-time basis; the turnover rate is quite high. Most of the instructors/facilitators are recruited from among serving teachers (42.3%), volunteers (37.5%), graduates of post-literacy programmes (18.3%) and others (1.9%). This means that a large majority of instructors/facilitators are engaged on part-time basis. The minimum qualification of the instructors/facilitators indicates that 25.7% of them, especially in the basic and post-literacy programmes, have Teachers’ Grade II and Higher Islamic Studies Certificates, 6.2% have the Nigeria Certificate in Education, 13.5% have degrees, 12.8% have post-literacy certificates, 12.2% have diploma certificates, 11.5% have First School Living Certificate (FSLC), and 8.1% have School Certificate. The minimum entry qualification as supplied by the institutions are WASC/SSCE/GCE ‘O’ level (57.7%), FSLC (23.1%), TCII and NCE (15.4%) and B.Ed. (3.8%) (ADEA, 2008). The stipends paid to them across the States range between N500 and N7, 500 monthly. This is poor compared with the kinds of demands made on these instructors/facilitators and the expectations. This may have been responsible for the poor motivational profile of the instructors. Similarly, in view of the current economic situation, this pattern of payment is inadequate for any descent living. The implication for this payment on part-time facilitators is brain-drain. Most of the instructors have to engage in other petty businesses or activities to augment their earnings. This affects productivity in various study centres. They are trained from various sources and by various agencies. These are mainly through local workshops and seminars (42.6%), attendance at adult education training institutes (29.5%), and university education (20.9%). However, the foreign training component is very minimal with only 6.2% of facilitators involved while others make up 0.8% of these. Thirteen government institutions nationwide provide some sorts of training for adult educators. These centres are spread across the States of the Federation but are grossly inadequate to meet the demands of their job. However, there is a Kano Mass Literacy Centre for resource documentary which is meant to serve as Centre of Excellence in training, facilitators and production of documentaries. The Kano Centre which has been in existence for over ten years is yet to be put into any functional use. 5.6 Language of Instruction Hausa is the major local language of instruction (26.4%) used mainly in Zamfara, Plateau and Bauchi States. Igbo is the major language in Enugu State and Yoruba in Oyo State. English is the dominant language of instruction in all the zones (45.9%) followed by Hausa (26.4%) and dominant local languages (17.0%) e.g. Bayelsa State. There is a heavy reliance on English, which is the official language in Nigeria. This is not in line with the principles of literacy teaching, which encourages the use of the mother tongue as a priority over the second language. This is

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so because although Adult Basic Literacy was found to be the dominant programme in all parts of the country requiring literacy teaching in the mother tongue, considering the fact that English language is Nigeria’s official lingua franca, it has understandably become the preferred language. To date, instructions have been given in Igbo, Kanuri, Hausa, Ibibio, Kolokuma, Tiv, Ejagham, Bekwara, Efik, Nupe, Ijaw, English, Edo, Yoruba, Ikwere, Kalabari, Khana, Abua, Obolo, Ekpeye, Igede and Idoma languages. There are reading materials in form of primers in these languages. 5.7 Mechanisms Used to Scale-Up Effective Programmes

To further provide a platform where literacy programmes can thrive, the Nigerian Educational Research and Development Council (NERDC) took a bold step to develop a language map for Nigeria. The Map is strategically developed to delineate Nigerian languages geographically and provide direction for the development of these languages so that, in the long run, educational programmes, and particularly literacy programmes can be carried out with these languages as a means of instruction. Subsequently, NERDC has:

• Developed orthographies in non-dominant national languages (Tangle, Gomai, Ejegham, Fulfulde, TIV, Izon etc.);

• Developed draft bilingual dictionaries in Hausa, Igbo and Yoruba for basic education; • Produced manuscripts for Hausa, Igbo, Yoruba, Arabic and French Languages Phrase

Books;

• Developed 3000-word sign languages for the education of the hearing impaired. The 3000-word sign languages have been compiled into an Instructional Sign Language Textbook for Core Basic Education, with a DVD version of the text for e-learning purposes and for communicating with the hearing impaired in Television (NERDC, 2010); and

• NERDC is presently developing curriculum for teaching of some non-dominant languages like, Kanuri, Tiv, Efik, Fulfulde, Edo and Izon languages.

The Nigerian Educational Research and Development Council developed functional literacy curricula modules for life skills for out-of-school youth in 2008 in the following areas:

• Screen printing • Snacks Production • Hair dressing • Barbing • GSM Maintenance and Repairs and • Entrepreneurship Modules. To bring about efficient delivery of the curriculum models and thus ensure practically inspired training, equipment and instructional materials/ facilities were procured and installed in the six incubation centres set up in NERDC Zonal offices in Abakaliki (South - East); Calabar (South - South); Lagos (South - West); Damaturu (North - East); Minna (North- Central); and Kano (North - West). This was basically to trial test the curricula for improvement. 5.8 Key Challenges A few of the key challenges in programme development and literacy provision in Nigeria include:

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• Inadequate involvement of NMEC in participating in policy decisions: There is need for increased involvement of NMEC to participate through proper representation in taking part in policy decisions affecting adult literacy provision in national education policy documents. For instance, in the Roadmap for the Nigerian Education Sector (2009b), NMEC was neither represented in the National Steering Committee nor at the Implementation Task Team. The result is that little or nothing was written about literacy provision in the Roadmap.

• Inadequate funding: Budget for literacy provision is usually meagre compared to the formal

sector in spite of the fact that the programme is targeting almost half of the population of the country. By the National Policy on Education and the UBE law, NFE is inclusive in basic education but with regard to funding, nothing has been accessed by this sector from the 2% consolidated fund meant for basic education.

• Poor and irregular remuneration of facilitators: Most States and LGAs do not pay the

N7,500.00 stipulated in the benchmark. In some cases, even the paltry sum being paid is owed for months on end. This situation is a big threat to the success of literacy programmes as the instructors/facilitators are the frontline implementers of the programme.

• Poor record keeping: This does not provide the needed data for adequate planning and

implementation of literacy programmes. There is the need to capture relevant data which would be needed for adequate assessment of interventions.

• Inadequate number of qualified instructors/facilitators: According to NMEC (2008a),

National Certificate in Education (NCE) should be adopted as minimum teaching qualification in compliance with the provisions of National Policy on Education to ensure quality delivery in literacy classes. Statistics, however, show that this is far from the case as we still have Grade II teachers and even less qualified personnel teaching in our literacy centres.

• Inadequate and irregular monitoring of programmes: Monitoring of programmes is a vital

ingredient for successful implementation and should be integrated in the programme plan. Unfortunately, most of the time, this is hardly the case. Adequate funds are not provided and required information about status of programmes is not readily available. Also, strategic monitoring and conduct of researches are very useful in the provision of specific information on certain aspects of the intervention that cannot ordinarily be provided by the usual enrolment statistics.

• Poor quality staff not conversant with literacy vision and mission: At times, instructors

/facilitators work at cross purposes with each other, attacking personalities instead of issues with the resultant non achievement of objectives.

• Some of the groups targeted have still not embraced the programme as it should be:

Yearly statistics of NMEC show an average of 1.7 million learners whereas Nigeria has over 44 million learners being targeted. At this rate, it will take more than 22years to achieve EFA goals in Nigeria.

• Unemployment of educated graduates and non-recognition of the educated class in

the society : These were some of the reasons given by the out-of-school boys during the surveys for dropping out of school.

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• A large number of teachers with certificates below the NCE (38.75%) still abound in the system: In the North-East and North-West regions, the figure is about 70%. The existing shortfalls in teachers are 969,078 for ECCDE; 338,147 for Primary education; 581 for JSS; 1,580,000 for adult literacy and 12,329 for nomadic education

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CHAPTER SIX EXAMPLES OF PROGRAMMES 6.0 Introduction In this chapter, examples of two programmes aimed at literacy for development are discussed. These are Literacy by Radio and literacy provision through the use of Regenerated Freirean Literacy through Empowering Community Techniques (REFLECT) methodology. 6.1 Literacy by Radio The Literacy by Radio programme is the teaching of reading, writing and calculation to adult learners in their mother tongue through the radio in order to accelerate the pace of literacy delivery to as many illiterate people as possible and make them literate within a very short period.

Objectives • To increase access of learners to basic literacy, numeracy and computing skills of all

learners irrespective of age, gender and their socio-cultural and economic circumstances. • To bring about behavioural change of both the learners and facilitators for better livelihoods. • To expose learners to social, health, economic, civil and vocational education through their

acquisition of basic literacy. • To eradicate illiteracy in the country faster than it has been done before and thereby comply

with EFA and MDG goals. (NMEC, 2008). Strategies

The development of Literacy by Radio programme goes through the training of facilitators who make adequate arrangements for broadcast of lessons, provision for radio sets for learners, developing language primers that are appropriate for the local community, carrying out family and community diagnosis and registering intending learners and carrying out a community sensitisation and mobilization to garner community support. It is mandatory for the facilitators to listen carefully to each radio lesson; prepare for the face-to-face meeting; plan for different activities for the face- to-face meetings which hold weekly; visit learner’s homes while giving priority to learners with more learning difficulties; check the primer systematically to ensure that learners are following; update the attendance list; give more learning activities and evaluate them during each face- to-face meeting. Other strategies include creating posters with the different vowels and letters; ensuring that learners understand the meanings of the logos and checking the state of materials provided for the programme like radio sets and bags, primers, pencils and exercise books. Successes The evaluation of the Literacy by Radio pilot programme which started in the 12 states was 83.3% successful (NMEC, 2009). This informed the scale – up in all the 36 States and the Federal Capital Authority (FCT). Learners’ knowledge and practice have been improved in health and nutrition as well as in vocational and life skills. Learners have also learnt about HIV/AIDS, civic education and entrepreneurship skills through literacy acquisition. At family level, members come together to listen to the radio programme and support each other in the learning process. According to UNESCO (2009) the Literacy by Radio project in Nigeria is an excellent example of good practice, especially the processes of advocacy which led to its acceptance and ownership

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by the country. The project has been scaled up to all states in the country. In order to maintain momentum, funding the project must continue to be greatly enhanced. Challenges Literacy by Radio has the following challenges: The supports from States and Local Governments to the strategy are still low and these constitute setbacks for the programme. The technical committees in the States are yet to function effectively. Scheduled meetings are not held; monitoring and evaluation are not carried out and commitments on the part of facilitators are lacking because of poor incentives. Due to the policy of commercialisation of State owned radio stations, the time required for the airing of lessons of Literacy by Radio cannot be paid for through funds contributed to the State radio stations by NMEC. Many facilitators trained on the field are often moved to “better grounds” within a programme implementation period thus affecting the stability of many learning centres and throwing learners into confusion as backups are often not available (NMEC/UNICEF, 2009). Targets and Age Groups The main target is to meet the needs of adult learners aspiring to acquire knowledge in the areas of health, nutrition, agriculture, and life-skills whose ages range between 15 and above. Language of Instruction This is essentially based on the language that is generally accepted by the learners in order to ensure their ownership of the programme and effective literacy work within the immediate community. To date, instructions have been given in Igbo, Kanuri, Hausa, Ibibio, Kolokuma, Tiv, Ejagham, Bekwara, Efik, Nupe, Ijaw, English, Edo, Yoruba, Ikwere, Kalabari, Khana, Abua, Obolo, Ekpeye, Igede and Idoma languages. Focus of the Programme The focus of the programme so far has been in five major areas, namely, health and nutritional education, vocational skills acquisition, life skill, civic education and agricultural education. Materials and Use of ICTs Information supplied by NMEC indicates that indigenous and locally generated materials are currently in use. These are in form of logos, which are pictures that tell the learners the activities to carry out during the lesson; symbols, which are pictures on each page of the primer representing each State of Nigeria. Other materials include pencils, erasers, exercise books, radio sets, laptops and cassette recorders. In the Literacy by Radio programme, there are interactive phone-in opportunities between learners and facilitators. Teaching Methodologies Mix methods are used by the facilitators whereby the learning of reading and writing is carried out through radio listening and face-to-face sessions. The reading and writing exercise starts from the main topic based on the learner’s need and motivation. The topic is closely related to the main picture on the top of the page of the primer. From the picture, sentences are made. In the sentences, the key words are identified boldly. The keywords include the vowels or letters to be learnt in each lesson. The letter taught in the lesson is matched with its numerical position in the table of alphabet. There is usually a guide table at the end of the primer to assist the learners establish relationships easily. There is no number to identify the pages on the primer; different symbols well explained to the learners, are used instead. In Nigeria, every state in the country has its own peculiar symbol.

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Symbols are representations of something of historical value, a place, an object or an event, something or situation. Examples of symbols include: • White has always been a symbol of purity and peace in the western culture. • Green in Nigeria is a symbol of agriculture and fertility. • Mandela in South Africa is a symbol of anti-apartheid struggle etc. Monitoring and Evaluation Mechanisms

NMEC, through the involvement of the stakeholders, has conducted the baseline study aimed at assessing the need and shortcomings in the delivery of basic education through the radio. At the end of the survey, it was established that more than 80% of the respondents were found to have access to radio sets. The respondents, however, preferred the following programmes: news, drama, education, agricultural and health education using their local languages. It is to be noted that the learners who are usually categorised according to their progress during each face-to-face meeting into progressing and not progressing are evaluated after going through 9 lessons and the final evaluation takes place after completing 23 lessons. Community Involvement At the inception of the programme, the communities decide the type of programmes they prefer and in what language. They also suggest the suitable time for them to listen to their radio lessons. Scale of the Programme. The literacy by radio programme has been scaled up to include all the 36 States and FCT. Technical committee members have been trained across the country in a two-week Training of Trainers (TOT) workshop in order to take over the management of Literacy by Radio in their various States and FCT between 18th and 31st January, 2009. The technical committee members in turn, with the assistance of NMEC, also trained facilitators in the 774 local governments in March 2009. Duration When learners have listened to three lessons, they are expected to go for the contact session known as the face-to-face meeting at a place and time agreed upon by both facilitator and learners. Generally, the programme lasts for between three and nine months depending on the frequency of the airing time on the radio. Unit Costs The unit costs of the literacy by radio programme have not been effectively determined. Funding Sources Funding is provided through the Federal, State and Local Governments as well as some individuals. As a takeoff grant for the programme, two million naira was provided by the Federal Government through the MDG funds to each State which will provide counterpart funding in the same amount. Diplomas/Qualifications and Equivalency with Formal Education Completers of the programme are awarded Basic Literacy Certificate which is equivalent to primary three in the formal system. Percentage of Course Completers This is yet to be determined by NMEC.

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Long Term Impact on the Learners The programme has just taken off in all the States in Nigeria hence the long term impacts on the learners will be determined in the future. 6.2 REFLECT Introduction REFLECT is a structured participatory learning process, which facilitates people’s critical analysis of their own environment by working out practical and workable solutions for sustainable and equitable development. Objectives The objectives of REFLECT include: • Empowering the poor, marginalised and excluded persons to take decisions that affect their

lives positively. • Empowering individuals to demand for their rights and to take steps that will enhance their

livelihoods. • Encouraging community members develop their own learning materials from the constructed

graphics that will meet the needs of the participants. • Enabling community members link literacy to wider community development issues thereby

ensuring ownership of processes and outcomes. Strategies The strategy is built on the practice of Participatory Rural Appraisal (PRA) and the theoretical frame work of Paulo Freire’s philosophy of education, which links adult literacy to wider development adopting the problem solving approach that incorporates elements of empowerment and action for social change. In essence, groups of adult learners usually convene to acquire literacy through a process of maps, graphics, calendars and matrices development which enable them to analyse different aspects of their own lives. This development of maps, graphics and calendars is carried out using the bare ground. The developed items are then translated to flipchart paper using simple pictures drawn by the non-literate participants who then practise the manual skills of holding pencils. Words will be added to the visual images as labels and these will serve as the basis for literacy practice. The facilitator will write up key conclusions from discussions and these will then become texts for further study. Participants will identify action points to resolve issues and literacy will then be put to practical use in taking forward such actions (NMEC/UNICEF, 2009). Successes REFLECT as a strategy has so far proved useful in promoting adult learning, equipping communities and groups of poor and excluded persons in analysing their conditions and in taking actions to address these conditions. So far, the successes include: • Men whose wives are now literate can keep adequate records of their finances. • Communities that are empowered to use REFLECT are now being perceived as threats to

their leaders. A community removed their traditional leader when he was found diverting fertilizer meant for the community.

• ACTION AID Nigeria supported the use of REFLECT in community development and literacy delivery. More than 50 communities in Nassarawa, Bauchi, Gombe and Niger States have started using the approach with remarkable successes. In some communities where REFLECT is in use, clinic and schools have been built through communal efforts. The entire

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36 states and the Federal Capital Territory, Abuja are gradually adopting the approach with some impressive results.

Challenges • At the national level, absence of a frame work for implementing, monitoring and evaluating

REFLECT activities is responsible for the inability of organisations rolling out REFLECT to keep adequate and relevant data for effective impact assessment.

• Inadequate support for the implementation of Community Action Point (CAP) have made things difficult for REFLECT circles to effectively function, thereby affecting the functionality of the adult literacy classes and other community development activities.

• Inadequate motivation of community facilitators is responsible for poor quality of adult literacy delivery and leads to the closure of such classes; in meet cases, the facilitator abandons the classes for better opportunities.

• Power structures at the community levels are being challenged which has potentials for creating conflict situations that will affect the sustainability of REFLECT circles if not properly handled.

• Standard REFLECT training of trainers has been agreed to be at least fourteen working days but this standard is not adhered to, due to funding limitations.

Targets and Age Groups

The main target is to meet the needs of adult learners aspiring to acquire knowledge in the areas of health, nutrition, agriculture, and life-skills who are aged 15 and above. Language of Instruction This is essentially based on the language that is accepted by the REFLECT circle through which the communities understand one another. To date, instructions have been given in Igbo, Kanuri, Hausa, Ibibio, Kolokuma, Tiv, Ejagham, Bekwara, Efik, Nupe, Ijaw, English, Edo, Yoruba, Ikwere, Kalabari, Khana, Abua, Obolo, Ekpeye, Igede and Idoma languages. Focus of the Programme

The focus of the programme so far has been in five major areas, namely, health and nutritional education, vocational skills acquisition, life skill, civic education and agricultural education. Materials and Use of ICTs Information supplied by NMEC indicates that indigenous and locally generated materials are currently in use as determined by the REFLECT circle. There are a few Centres with operational ICT facilities like computers, telephones etc. There are some multi-media centres in the six geo-political zones. Monitoring and learner support take place through the use of mobile technology. Teaching Methodologies These involve giving training to the participants in 14 working days where the facilitators stay with them, exchanging experiences and articulating their needs with them since they are the key actors. Monitoring and Evaluation Mechanisms These involve looking around within the community, discovering attitudinal and environmental changes that have taken place within the period of learning.

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Community Involvement The communities are involved through REFLECT circles by promoting self-organization, so that groups are self-managed where possible rather than being facilitated by (or dependent on) an outside individual or organization. In many contexts, the starting point has been a process initiated from outside, but over time, participants are encouraged to organize themselves based on their own analysis and their own agenda. Scale of the Programme. The programme now covers the 36 States and the FCT in Nigeria. Duration The training of trainers takes 14 working days. After this, the REFLECT circles are formed and the facilitators now go into real action for a period not less than six months at the end of which a basic literacy certificate is issued to the participants. Unit Costs The unit costs of REFLECT training of trainers for the period of 14 days is N450,000 for each person, if the work is to be done effectively. However, there is no available information as per learner. Funding Sources Sources of funding include: FGN/NMEC/ACTION/AID/UNESCO/UNICEF. Patriotic indigenes have also assisted in funding some projects. Diplomas/Qualifications and Equivalency With Formal Education This is yet to be worked out. Percentage of Course Completers This is yet to be determined by NMEC. Long Term Impact on the Learners • Some communities have been empowered to the extent that they have replaced leaders

who were found to be diverting fertilizer allocated to the community. In some cases, facilitators were made to participate in politics and are chosen to contest as councillors.

• Some communities have built and equipped primary schools, health clinics and demanded and got staff from the LGA (Gurusu, Tako primary, etc), health workers and teachers posted to the communities to man the clinics and schools. Culverts were constructed in some communities.

• Women selling firewood on the main road now are properly dressed and that has led to the change in the life style of the men and better interaction at the family level.

• Staff trained in the REFLECT methodology are now demanding to know the budget allocation for their ministries and other relevant information that will enhance their performance.

• Communities have been empowered and have conducted successful advocacies leading to the provision of essential services e.g. roads, culvert, electricity, clinics and dispensaries and classrooms. As a result of these, small businesses sprang up leading to increased socio-economic status of these communities.

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CHAPTER SEVEN MONITORING, ASSESSMENT AND EVALUATION

7.0 Introduction This chapter presents the current situation of monitoring, assessment and evaluation of literacy in Nigeria. The findings of the 2009 National Literacy Survey are highlighted in terms of literacy rates among youth and adults, mixed literacy tests ,language of testing, participants’ willingness to learn, levels of access to literacy centres and literacy programmes ; the impact of the literacy programmes of two Nigerian NGOs; the critical issue of information management system for literacy as well as significant recommendations to direct policy, planning, implementation, monitoring and evaluation of literacy programmes in Nigeria. 7.1 Monitoring of Literacy programme activities and learning The monitoring of the implementation of mass literacy , adult and non-formal education National Action Plan is a core mandate of the National Commission for Mass Literacy, Adult and Non-Formal Education (NMEC). The Monitoring Unit of the Department of Monitoring, Evaluation and Accreditation, focuses on designing and implementing a monitoring scheme for NMEC; monitoring and reporting on ongoing literacy projects and initiatives carried out in the 36 state agencies; the follow-up monitoring of activities of the zonal offices- including the HIV/AIDS and Community Literacy Projects Desks, respectively. The result of the monitoring Unit’s activities is reported in NMEC’s Annual Reports. Monitoring, assessment and evaluation are vital to visibility and credibility of the four NFE programmes; namely, Basic literacy, post-Basic literacy, Continuous education/Extra mural studies and Vocational Education.

7.1.2 Literacy Assessment

Literacy assessment in Nigeria comprises direct assessments of skills and levels, including determining benchmarks for basic, post-basic levels of formal education as well as for Adult and Non-formal education. The traditional approach to calculating literacy in Nigeria has been direct elicitation of responses on a Yes/No scale: Can you read and write? The estimation of the rate is calculated against the population of learners. The National Bureau of Statistics (NBS) provides further insight:

Literacy rates in all cases are calculated based on self-reporting by the respondents on (the) one hand, and results of tests conducted for the respondents on the other hand. Both rates are placed side by side for comparison. Expectedly, rates calculated based on the result of the tests were lower than those based on self-reporting. There is, however, a high correlation (0.995) between the two sets of rates [NBS 2009].

The National Survey of 2009

Several literacy surveys have been carried out in Nigeria in the past 5 years; the 2009 National Literacy Survey is the most significant for literacy policy and planning. The National Bureau of Statistics (NBS) in collaboration with the NMEC carried out a major National Literacy survey in 2009. Against the backdrop of the 2006 National Census estimates, Nigeria has some 40 million illiterates; 60 percent of whom are women. The survey was, therefore, very timely and a welcome relief. It enabled NMEC to objectively confirm, perhaps for the first time, the quantity and profiles of the illiterate population, as well as better plan to:

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• Meet the challenges and timeline of EFA; • Increase support for activities aimed at reducing illiteracy; • Provide statistics for stakeholders; and to enable them to plan properly for mass literacy, as

well as adult and non-formal education. Detailed Results and Recommendations The following excerpts illustrate the details of the National Literacy Survey.

A total of 14,800 households were sampled for the survey and out of that, 14,737 were successfully interviewed, which gave a response rate of 99.6 per cent. Of the total interviewed 3,681 were captured in urban and 11,055 in rural areas. The distribution represents 25 per cent and 75 per cent respectively for urban and rural areas.

The instruments for the conduct of the assessment tests were therefore produced in 15 Nigerian Languages apart from English. These include Hausa, Igbo, Yoruba, Igala, Nupe, Effik/Ibibio, Yache, Yala, Itsekiri, Berom, Idoma, Bokyi, Esan, Edo and Yagba.

To determine the literacy status, two methods were used: self-reporting (one’s ability to read and write) and actual testing (assessment of literacy status) of respondents. Unlike the previous surveys that relied on self-confessions, tests were administered to examine the respondents’ levels in literacy and numeric. Those respondents who had education up to the senior secondary school level were, however, exempted from the test.

For the National Literacy Survey, literacy rates were calculated independently for various age groups: children (aged below 15 years); youths (aged 15-24 years); adults (aged 25-69 years); and the old (aged 70 years and over ).The literacy rates were computed for English language specifically, and for other languages in general. Also, literacy rates were calculated to reveal gender similarity or differential, as well as to reveal variation in place of residence

Self-Assessment

One of the major findings of the survey was that of those that reported who they could read; 82.4 per cent could actually read without difficulty. A significant proportion of 17.2 per cent could read but with difficulty while about 1.6 per cent could not read at all. Similarly, the test on reading ability showed that 82.8 per cent could actually write without difficulty. About 14.7 per cent of them could write but with difficulty while about 2.4 per cent could not write at all. This highlights the literacy status of the respondents as literacy status was determined by ability to read and write in the language.

Population With Disabilities

Two million five hundred Nigerians have difficulties due to various forms of disabilities. The population of persons with various forms of disabilities constitute about 1.6 per cent of Nigerian population. The proportion of this category of Nigerians is higher in the rural areas than in the urban while males are more affected. At least, half of the persons with disabilities were blind.

School Attendance

Ninety-five percent of the children attending school were in the formal school system while only 11.4 percent were in non-formal schools. Furthermore, 92.5 percent of those in the non-formal schools were attending Qur’anic schools while the remaining 7.5 percent were in literacy and vocational training centres respectively.

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Among children of 6-14 years, it was found that 3,599,259 overall were out of school; 3,290,831 of whom were in rural areas while the urban areas accounted for only 308, 428.

Dropout rate among this cohort was found to be 1.7 per cent overall of 474,795 children. A total of 403,221 drop outs were in the rural areas.

Result of Assessment Reading and writing exercise was conducted for respondents, aged 3 years and above, who reported that they could read and/or write in any language. Though the exercise was conducted for English and 15 other languages, only the result for English Language was analysed. This is because some of the respondents interviewed said they could read and/or write in some other languages in which the test was not conducted. Reading Assessment Table 1 presents the result of reading exercise in English Language.

Table 1: Result of Reading Exercise-English Language Read

Smoothly Read With Difficulty

Cannot Read

Total

Overall 82.4 16.0 1.6 100.0 Urban 87.5 11.1 1.4 100.0 RURAL 78.4 19.9 1.7 100.0 MALE 82.9 15.7 1.5 100.0 FEMALE 81.8 16.5 1.7 100.0 Children 64.3 32.2 3.4 100.0 Youths 89.1 9.8 1.0 100.0 Adults 87.0 12.0 0.9 100.0 Old 85.5 13.0 1.5 100.0

Source: National Literacy Survey, 2009 In all, about 1.6 per cent of the respondents tested could not read at all, while 16 per cent could read but with some difficulties. However, 4 out of every 5 respondents tested on reading ability could read smoothly. A lot more respondents tested in rural areas had difficulties in reading. However, there was no significant difference in the result for males and females. A higher proportion of children below the age of 15 years could not read smoothly or could not read at all as indicated in Table 2 below. Table 2: Result of Writing Exercise – English Language Write

Without Problem

Write With Difficulty

Cannot Write

Total

Overall 82.8 14.7 2.4 100.0 URBAN 88.0 10.2 1.9 100.0 RURAL 78.8 18.3 2.9 100.0 MALE 83.5 14.2 2.2 100.0 FEMALE 82.0 15.4 2.6 100.0 Children 65.0 29.7 5.3 100.0 Youths 90.2 8.5 1.2 100.0 Adults 87.0 11.2 1.8 100.0

Source: National Literacy Survey, 2009

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Close to half (49.1%) of those that were not currently in school would like to continue their education. The inability of some of the respondents to continue schooling was due largely to poverty (about 40 per cent) and marital obligations (about 16 per cent).

Literacy Assessment Result

General Literacy Rate by Age Group

The general literacy for each age group was computed for persons aged 3 years and above. Apart from Nigeria as a whole, the rates were computed for each state and also the Federal Capital Territory, Abuja.

Youth Literacy – English Language

Based on the performance of the tests, the youth literacy rate in English language stood at 65.5 per cent. The rates were about 85 and 56 per cent respectively for the urban and rural areas respectively. Also, males had higher literacy rate of 70.2 per cent compared to females’ 60.7 per cent.

Youth Literacy –Any Other Language

The Literacy rate in any other language apart from English among the youths was 65.3 per cent. It was 83.9 per cent for urban area and 56.4 per cent for rural. Similarly, males had higher literacy rate of 69.7 per cent while females had 60.9 per cent. Even though high disparity exists among the States, a state like Sokoto which had very low literacy rate for English had a relatively higher rate for any other language.

Youth Literacy – Any Language

The overall literacy rate was calculated based on ability to read and write in any language, English or any other languages. According to the survey, overall youth literacy rate was 71.9 per cent. Among the states, Abia and Lagos maintain the lead while Yobe had the lowest youth literacy rate.

Adult Literacy

Adults, as defined by the National Literacy Survey, include persons aged 15 years and above by the time of the survey.

Adult Literacy – English Language

The adult literacy rate in English language stood at 48.3 per cent. Lagos State had the highest adult literacy rate of 86.4 per cent, while Sokoto with the least rate had 8.3 per cent. As usual, males had higher literacy rate of 55.1 per cent compared to females’ 41.5 per cent. The gap between the urban and rural residents is very large, as the rates was 69.4 per cent in the urban areas, and 38.5 per cent in the rural.

Adult Literacy – Any Other Language

The literacy rate in any other language apart from English among the adults was 52.9 per cent. The variation between urban and rural areas also exists for English language. It was 71.3 per cent for urban areas and 44.3 per cent for the rural. Similarly, males had higher literacy rate of 60.9 per cent while females had 44.8 per cent.

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Sokoto State, which had very low literacy rate for English, had a relatively higher rate (45.0%) for any other language. Kebbi and Yobe States had the lowest adult literacy rates in any other language with 17.3 per cent and 14.1 per cent respectively

Adult Literacy – Any Language

The overall literacy rate was calculated based on ability to read and write in English or any other language. According to the survey, overall adult literacy rate was 56.9 per cent. The adult literacy rates were 74.6 per cent and 48.7 per cent for urban and the rural areas respectively. The overall adult literacy rate among the males was 65.1 per cent while that of females was 48.6 per cent. Lagos maintains the lead among the states with 88.3 per cent, while Yobe had the lowest adult literacy rate of 14.4 per cent. About 45 per cent of Nigerians aged 3 years and above are literate in at least one language.

Willingness to Learn How to Read and Write

About one-third (33.9%) of the illiterate population would like to attain the status of a literate person.

Awareness of Literacy Programmes

The study revealed that only 33 per cent of the adult population was aware of the existence of any literacy programme or a literacy centre. Comparative analysis among the states shows that all the states in the North West zone of Nigeria had relatively high level of awareness of literacy programmes. Niger State had the highest level of awareness of the existence of literacy programmes and centres.

Access to Literacy Programme

Access to literacy programme is measured by the distance of the nearest literacy centre. About 38 per cent of the respondents said that adult literacy centre was within 1 kilometre, while about 32 per cent said that the distance was between 1 and 3 kilometres. About one-in-ten respondents said that the nearest adult literacy centre was between 4 and 5 kilometres. Close to 20 per cent said they would have to travel over 5 kilometres in order to locate any adult literacy centre.

Utilisation of Literacy Centre

The adult respondents, who were aware of literacy programmes, were asked if they ever used any literacy facility. The survey result shows that less than 10 per cent of them had used the facility. This proportion also included those who had, at one time or the other, attended formal education.

Expectations from the Governments

The opinion of the adult respondents was sought on what type of assistance they would want the government to render to make more adult persons to be literate. Over 50 per cent of the adults interviewed would want the literacy centres to be sited very near to the people. Expectedly, a higher proportion of the older people (62.%) bought this opinion. On the other hand, job creation after completion of the programme had a greater weight among the youths than the older persons

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Recommendations:

The following recommendations are significant.

• The government should provide adequate funding and personnel to the National Commission for Mass Literacy, Adult and non-formal Education (NMEC) to be able to deliver its statutory mandate effectively.

• The government should establish two literacy centres in every Local Government area in the country.

• (Aggressive) recruitment of qualified teachers to meet the work force requirement in both formal and non-formal education institutions.

• Recruit part-time teachers on contract basis for Mass Literacy Centres, while retaining the full-time teachers by paying them the equivalent of what is obtained in the formal education sector.

• Promote gender equality as the third goal of the MDGs, which supports girls’ education. • The Mass Literacy Centres should have adequate teaching and learning materials. • Provide in-service training for the adult literacy teachers to equip them with requisite skills

and knowledge to offer quality teaching and motivate learners. • Adult and continuing education is a shared responsibility: government, civil society, faith-

based organizations, the private sector, individuals and communities should contribute to the human capital development and the provision of conducive and quality learning environment [NBS, 2009].

7. 1. 2 Programme Evaluation

Literacy programme evaluation in Nigeria is generally carried by (a) the competent government agencies (such as NMEC and the National Commission for Nomadic Education (NCNC) in collaboration/ with the support of International development partners such as UNICEF, UNESCO, DFID; World Bank etc. (2) commissioned studies/ surveys are carried out by educational consultants. Several small and medium scale evaluation that have been carried out in the states within the last five years include:

i) an evaluation of the adequacy of the provisions for adult education in the National Policy on Education and its implementation; (ii) strategies for achieving the adult education component of EFA in the South-East Zone; (iii) citizens’ participation as a strategy for community development; (iv) evaluation of the adequacy of the provision of Adult Education in the National Policy on Education; (v) non-participation in Adult Learning and education by stakeholders.

In evaluating adult literacy programmes, close reference is generally made to some basic criteria in order to address holistically the various issues: objectives, structures process and methods of delivery of programmes including language of instruction, programme contents such as knowledge, skills and competencies, instructional materials, learning support systems, ICTs including interactive radio, community initiatives, teacher qualification and effectiveness, quality assurance/control mechanisms; learning environment and the impact of the programmes on the target groups.

Evaluation methods follow existing standard guidelines and frameworks. Two programme evaluations were carried out in 2008 by NMEC and in 2009 by the National Bureau of Statistics.

In the 2008 study, the NMEC team of education consultants carried out:

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• a questionnaire survey to gather data on the status or situation of adult learning and education (ALE) in the 36 states and the Federal capital Territory of Nigeria using self-administration and group administration approaches.

• Interviews with respondents on questionnaire items as a control measure with regard to their questionnaire responses.

The criteria include the goals of the Adult learning and evaluation in Nigeria comprising (a) provision of Basic literacy; (b) provision of post-literacy mainstreaming of the completers of Non-Formal Programmes to Formal programmes ; (c) Train the learners to degree level self-actualization. What specific reference to the type of information expected to be provided, this was both quantitative and qualitative as reflected in the research questions that gave direction to the survey:

• Does your state have an Edict that established the Agency for Adult and Non-formal Education [SAME]?

• What are the goals of Adult Learning and Education (ALE) in your state? • Is your state Agency owned by government? Which Ministry supervises it; do you receive

directives from the Ministry? • How do you harmonize your sector’s goals with other sector goals? • What are the main developmental challenges to adult learning and education in your state?

In terms of quality of ALE provision, participation and achievement, the following questions were asked related to:

• The enrolment figures between 1997 and 2008 for male and female participation in basic literacy, post - literacy NFE girl-child, Literacy by Radio, vocational education, NFE boys drop - out;

• Conduct of the assessment of the ALE programme; • Assessment methods used in ALE tests, assignments, examinations, observations and

practicals. • The linkages that exists between formal and non-formal education; • The qualifications of the facilitators; • The importance given to women and other target groups in programme implementation; • The extent to which the policies and programmes aim at building literate environments in

each state; and • Progress (evidence-based) that has been made in line with the goals of EFA, MDGs and

NEEDS/SEEDS.

The results of the survey showed that encouraging progress had been made and was being made in the following areas:

• Sustainability of programme increased enrolment and literacy level appreciated • Reduction of illiteracy among the non-literates in many States • Literacy level is on the increase • Women became economically empowered hence, they sustained good quality of life. • Government is repositioning education in the state towards achieving EFA goals • Increase in literacy rate, poverty eradication, HIV/AIDS awareness and healthier society. • A literate society, functional and self-reliant. [NMEC 2008]

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7.3 Information Management System for Literacy and Non-Formal Education (NFE)

Nigeria does not have in place an information management system for non-formal education. Earlier attempts at developing this did not materialise; nonetheless, it is a critical area of need of the education system at all levels. Since the adoption of the UNESCO National Education Support Strategy (UNESS) 2006-15, Nigeria has made slow progress in her effort at developing the capacity of the Educational Management Information System(EMIS) of the Federal Ministry of Education with respect to relevant manpower, EMIS infrastructure . However, NMEC, the focal agency for NFE had implemented its 2007 plan to enter into critical and timely partnership with the National Bureau of Statistics [NBS] to:

• conduct a National Literacy Survey- both quantitative and qualitative- to determine the number of people who are actually literate beyond the traditional method of self-assessment; and

• design and implement the Education Management Information System [EMIS] for the Non-formal system.

Specifically, the overarching objective of IMS or NFE- MIS is to ‘’establish a computer-based system that records and describes non-formal education possibilities at district and central levels. The information gathered and analysed is expected to provide decision making support for educational planners at central and district levels’’. Against the backdrop of UNESCO’s guidelines in this regard, Nigeria needs to sustain this landmark collaboration with the National Bureau of Statistics to set up and use EMIS or IMIS for Non-formal Education with particular focus on conceptual, process and system validation: rationale, scope, conceptual framework, survey/research design, instrumentation validation and administration, data analysis and assessment and techniques (UNESCO framework/guidelines].

More importantly, the NMEC-NBS collaboration has yielded perhaps the most reliable and comprehensive situation analysis of literacy so far- the National Literacy Survey Report [NBS 2009]. The critical issue is, however, how both NMEC and the National Bureau of Statistics in close collaboration with the state agencies, Literacy centres and NGO participants can leverage the gains through the use of Information and Communication technology which, the 2006 situation analysis of the education sector scored a mere 20% in terms of deployment/use at all levels of the system.

It is expected that the literacy /non-formal education management information system (L-NFEMIS) being planned would be developed with the assistance of Nigeria development partners along a wide range of parameters in order to have a fully integrated system based on existing global best practice. Such an integrated system would serve both the non-formal and mainstream sectors including the following elements:

• NFE service providers’ Information System Literacy Service contracting Schemes (LSCS) and Literacy Services and Delivery Information System;

• NFE Accreditation and Equivalency Test Information System; • Learners’ Profile Information System • Finance Information System • Inventory System • NFE Personnel Information System • Learners’ Profile Information System • Inventory System • NFE Personnel Information System

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• Learning Modules/Materials Information System • Training Information System • Network of Computers/systems nationally (Ricky S. Arnedo www.accu.or.jp]

This NFE-IMS framework is a critical factor/turning point for Nigeria in addressing, decisively and permanently, the perennial crisis of unreliable data/statistics which is a sine qua non for efficient and cost-effective planning implementation, monitoring and reporting on the scale up of literacy rates in both the formal and adult and non-formal education.

7.4 Impact of Literacy Programmes Several impact studies have been carried out in Nigeria in the past five years. Three of such studies are highlighted here. 7.4.1 The University Village Association (UNIVA) Functional Literacy programme implemented by UNIVA with funding from Pro-Literacy USA; United Nations Development Programme (UNDP) and the International Foundation for Education and Self-Help (IFESH). UNIVA is a non-governmental organization (NGO) based in the Department of Adult Education, University of Ibadan, that seeks to contribute to UNESCO Literacy Initiative for Empowerment (LIFE); in particular ‘’complement the government’s efforts in promoting literacy and development among rural and semi-urban communities through: (a) Building bridges between the university and the community and between theory and practice

in Adult Education and (b) Promoting the cooperation of the university academic community and the village

communities for development purpose’’ [Aderinoye 2007]

Outcomes of UNIVA Programme Activities UNIVA has trained over 5000 learners especially in rural/village communities in functional literacy skills- the cornerstone of national development through its spill- over effects on other literacies: democratic, scientific, information, information technology, and economic. Impact assessment was carried out directly with beneficiaries of the empowerment programmes. Data collection was done through interviews and questionnaires involving the various categories of graduates of the UNIVA programmes: motor mechanic; food vendor; housewife and mother; small-scale entrepreneur (wife and mother). The voices or opinions of the beneficiaries are representative of the level of impact that the UNIVA programme has been making in the communities in terms of livelihoods and empowerment, especially of women. The following sample of opinions is significant: • “Here we learn about family HIV/AIDS, home economics and pomade-making. In addition,

we were given loans to set up small businesses. Now I realize more money to support my husband in the house and buy little things for my children. I am a better person now (….) and will call on others to come as we still have many people that cannot read and write in the village’’.

• ‘’What I missed for years I gained in six months… the ability to write my name correctly and save my money in the bank without an intermediary as well as helping my children in their education…. I can use my mobile phone to send text messages. But I need advanced English to speak and join politics’’.

• “I am a food seller but as a result of my participation in UFLP, I can write a receipt for my customers and fill in savings forms in the bank. But I cannot write long letters and send text messages. I need help in these areas’’.

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• ‘’I came to the class with No English, but I am leaving with not only English but the ability to talk to my customers through what they call text messages.’’ (automobile mechanic)

Recommendations The outcome of the UNIVA impact study is further captured in the following recommendations: • The need for curriculum reform at all levels of learning, as well as customised literacy

materials to enhance the learning process; • The Learning process should be driven by the learners’ needs, current livelihood activities

and general preferences. Learners should be actively involved in the development and implementation of literacy programmes.

• Functional literacy skills are central to socio-economic development. • The success of literacy and livelihood skills training programmes depends on the active

involvement of various stakeholders, including academics, learners, the government, NGOs and civil society.’’

7.4.2 Impact of Literacy Initiative For Empowerment (LIFE) The UNESCO reform framework LIFE supports NFE programme activities in Nigeria. LIFE is recognised as an approach to empower women and youth especially in the rural areas. Nigeria has some 40 million citizens who are poor and illiterate. UNESCO’s study on LIFE is a third example of the impact of programmes within this global framework. The need for an evaluation of the LIFE framework programmes in Nigeria, was the follow up to the LIFE National Action Plan 2006-2008 (See Appendix). The following reflect the purpose, findings and recommendations of the evaluation exercise (UNESCO, 2009). The purpose of the evaluation was to assess the following:

• Visibility and profile of LIFE in Nigeria • Contribution of LIFE as a catalyst for action and partnerships to boost literacy and non-

formal education effort • Collaboration with and among UNESCO entities • Experience to be shared as good or innovative practice • Major planned activities in the country for the coming months and for which LIFE could be a

supportive opportunity • How LIFE framework could best be used in the country, for example as platform for

partnerships and synergic interventions • Making any other comments that may be useful for the success of LIFE implementation in

Nigeria.

The evaluation covered all the 36 State Agencies of Adult and Non-Formal Education in Nigeria including the Federal Capital Territory, Abuja. It also includes five levels of partnerships that were identified at a national stakeholders Forum on UNESCO Literacy Initiative for Empowerment (LIFE). Findings and Recommendations: It’s evaluation report showed the following findings: • The holistic approach of LIFE ensures good results in different dimensions.

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• Rapid results are guaranteed especially in poor rural communities. The added element for empowerment mostly for mother and child – the most vulnerable members of the community ensures success of literacy programmes.

• Harnessing local initiatives and resources ensure sustainability of literacy programmes. • LIFE is based on partnership and advocacy which is another sure way for success. • Cross –country and international networking and policy ensure the replication of best

practices. • Wide participation increased the percentage of literate adults and thereby increased literacy

level in the country. • 100% community participation in literacy programmes which are self-driven. • Evolvement of three –tier levels of LIFE programmes in our communities – mother and child

literacy, drop-out teenage back to school programme and mothers’ empowerments with self-driving micro-agric development women’s project.

• Increase in literacy levels for mother and child at least 40% in project communities • Full consultation and involvement of stakeholders provided through national forums in all the

36 states, FCT and NGOs were consulted for the development of the LIFE National Action Plan and its reviews were always highly participatory through:

o Outreach to the grassroots o Involvement of development partners o National and state ownership of the National Action Plan ensured synergy of actions

at all levels of government – federal, states and local. o Increased funding for the sub-sector through the MDG Fund, scaled-up of the literacy

by radio project which is LIFE flagship project for Nigeria.

The holistic approach of LIFE ensures good results in different dimensions.

• Rapid results are guaranteed especially in poor rural communities. The added element for empowerment mostly for mother and child – the most vulnerable members of the community ensures success of literacy programmes.

• Harnessing local initiatives and resources ensures sustainability of literacy programmes. • LIFE is based on partnership and advocacy which is another sure way for success. • Cross –country and international networking and policy ensure the replication of best

practices. • Wide participation increased the percentage of literate adults and thereby increased literacy

level in the country. RECOMMENDATIONS The following recommendations are noteworthy: • There is the urgent need for the formulation of efficient and effective strategies aimed at

improving programme delivery to the teeming population in Nigeria. The application of multiple delivery methods should be continued because of the advantage of broadening stakeholder participation in implementation of UNESCO - supported activities which enhance ownership.

• Baseline surveys should be conducted before launching new activities as far as it is possible, within the given timelines.

• Follow up training workshops / conferences should be embarked upon to ensure implementation of results so that conferences and training workshops do not seem to become an end in themselves.

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• There is the need to strengthen the capacity of NMEC and State Agencies of Mass Education by employing capable professionals who understand how to go about implementing LIFE Action Plans.

• The appointment of the focal point for LIFE should be expedited and a committee for implementing LIFE activities in Nigeria should be established.

7.4.3 Pamoja Nigeria Impact Report 2009 PAMOJA Nigeria’s National report for 2009 submitted to PAMOJA West Africa Annual Forum is a fourth example of a national study on the Impact of literacy within the framework of REFLECT through which staff of NMEC were trained on Reflect TOF and TOT on STAR at a national workshop organized in March and May 2009 by UNICEF/NMEC ‘’to document and compare the effectiveness of the various methods in literacy delivery …..’’ The results of the PAMOJA’s Intervention in literacy delivery through REFLECT show that REFLECT has been adopted by the Federal Government and its agencies and partners as ‘’a parallel approach in literacy delivery along with the conventional/primer-based approach’’. Highpoints of the impact study are as follows: • At the community level there has been increase on the literacy rate in the 740 communities; • There is increased political awareness and participation in the governance through election

at the level of the local Government Authority in some communities and at State level. • Increased community participation in school management: REFLECT is effectively being

used with school management committees and parent teachers association, to identify and address barriers to children and adults to access their rights to, in and through education’’.

• The increase in school enrolment, retention and completion for both children and adults ‘’has been significant’’.

• ‘’As parents become literate, they tend to ensure the retention and achievement of their children in school’’.

Gender awareness is becoming much stronger and fruitful in several communities especially in the REFLECT communities, thereby improving the situation of disadvantaged women, and enabling them to become more active in the community development projects. Furthermore, the more the men realized the enormous potential, natural talent and organizational abilities of their women folk, the more conciliatory they became. For example: • ‘’over twenty women were allowed by their husbands to go for further studies after

completing adult literacy class in the communities. Over twenty teenage mothers who dropped out of school went back to complete their studies’’.

• Increased socio-economic status and women empowerment.

Through the REFLECT strategy, communities have ‘’ used the Rights Based Approach (RBA) to demand for their rights to education, health and other social services from the duty bearers. These have resulted in reduction in infant/maternal mortality, increase in family health and nutrition and family income’’. Secondly, such communities ‘’ have been empowered and have conducted successful advocacies leading to the provision of essential services e.g. roads, culvert, electricity, clinics and dispensaries and classrooms. As a result, small businesses sprang up leading to increased socio economic status of these communities’’.

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Recommendations The recommendations made in the report reflect the challenges that face PAMOJA Nigeria and the REFLECT communities. They should be taken seriously ‘’if literacy programmes must liberate the new literate and equip neo-literates with lifelong skills’’: • Support NPs to adapt and operationalise the M&E Framework that was developed by

Pamoja South Africa with support from Action Aid, etc. for implementing, monitoring and evaluating REFLECT;

• Adequate resources should be directed towards supporting the development of literacy strategies that are community-specific and that meet basic learning needs of participants.

• Community facilitators should be adequately motivated through the provision of basic working kits and through the provision of trainings that hold prospects of social advancement;

• Appropriate training/refreshers’ programmes for both REFLECT trainers and facilitators should be provided on a regular basis in order to sustain qualitative REFLECT practice in Nigeria’’ (page 6).

• Better coordination [of PAMOJA West Africa] in terms of engaging NPs in capacity building and high-level advocacy e.g. engaging ECOWAS, meeting of Education Ministers at the sub-regional level….’’ [ww.google.com]

7.4.3 Association for Educational Development in Africa (ADEA) Peer Review on Adult and Non-Formal Education (ADEA, 2008) In the spirit of transparency and peer review within the South-South cooperation strategy, ADEA and the Federal Ministry of Education, signed and education peer review of the non-formal education sector with a view to reach out to the disadvantaged: Nomads, adults and children in difficult circumstances. Two teams of reviewers were involved: “the Nigerian High- Level Peer Review Committee comprising experts selected from a national pool of officers and reviewers from a wide range of stakeholders within Nigeria. The second team, which was assembled by ADEA, comprised international peer reviewers from five African countries - Burkina Faso, Ghana, Guinea, Niger, Uganda - and the Commonwealth Secretariat”. The objectivity and credibility of the exercise had been taken very seriously ,thus the findings of the review. The following extracts represent major findings and relevant recommendations of the ADEA PEER Review. FINDINGS • Education in Nigeria, including ANFE, is on the concurrent legislative list of the Constitution.

This means that all tiers of government, private organisations and individuals have the powers to partake in the provision of adult and non-formal education in the country.

• The Federal Ministry of Education and the State Ministries of Education are responsible for policy-making on ANFE and channel resources to the responsible implementation agencies. It is, however, not uncommon to have conflicts among some of these agencies and the policy-making Ministry

• Adult and Non-Formal Education Programmes constitute useful tools for achieving Universal Basic Education (UBE), promotion of gender equality and women empowerment and improving the health status of Nigerians. Therefore, devising innovative ways of strengthening the existing ANFE Programmes has become necessary.

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• There is the need to provide a perspective for understanding the state of ANFE in Nigeria and also defining the direction for change especially in the areas of:

o Human resources profile needs and capacity building plans; o Quality assurance issues in terms of the need to strengthen monitoring and

evaluation systems of ANFE Programmes; o adequate ICT facilities and Programmes.

• ANFE Programmes in the country have not effectively integrated HIV/AIDS and other health

related issues, thus demonstrating the need to strengthen support in this area. • Many participants drop out of Adult and Non-Formal Education programmes. This is

attributed to some shortcomings in the management of some of the programmes. It could also depend on the specific needs of the learners.

• The private sector is not sufficiently involved in the funding of ANFE programs. • Zamfara State has succeeded in employing permanent teachers for its ANFE programmes, • Six different types of adult education programmes are being run across the country. These

are Basic and Functional literacy (25.4%); Vocational Skills Acquisition (23.4%); Post-literacy (20.2%); Remedial, Extra-mural and Continuing Education (14.9%), and Nomadic Education (8.9%).

• The target groups that have been given more attention across the country over the years are the non-literate adults (23.5%); out-of-school youth (19.9%); Qur’anic pupils (12.0%); extra-mural students (11.6%); prison inmates (10.0%); nomadic pastoralists (9.6%); migrant fishermen (6.4%), and sub-degree/degree students (5.2%).

• Current enrolment into the various adult education programs across the country is 147,215 people. Of this number, the largest age-group is within the age range of 30-40 with 70,992 (48.2%), and age 41-50 with 58,436 (39.7%). The least are those below 15, with 4,091 (2.8%), and age 60 and above with 2450 (1.7%).

• The graduation rate for years 2001, 2002, 2003, 2004 and 2005 were 52.9%, 54.8%, 58.9%, 56.1% and 37.7% respectively. Overall, the graduation rate for the five years was 51.6%. More males (297,266) dropped out than females (188,650).

• The most notable method used to promote adult education programmes is public announcements (25.3%). Other channels include community leaders, religious institutions, associations and clubs, organisers and instructors, and participants.

• Methods of teaching vary according to the different programmes, the most important being Observation/Demonstration and Regenerated Freiran Literacy through Community Empowering Technique (REFLECT). Others are group work, assignment, film show/drama and excursions.

• The Curriculum content is largely determined by cultural and religious affiliations of the local people (44.9%). The curriculum developed by NMEC and other authorities is gradually being accepted (25.8%). The socio-economic status of participants also plays a role in determining the curriculum (13.8%). A few respondents indicated the involvement of their communities in developing their curriculum.

• ANFE is beset with formidable challenges, such as the dearth of facilities in learning centres, limited support services, inadequate and unqualified facilitators or instructors, ill-motivated teachers and a weak monitoring system.

RECOMMENDATIONS

• In order to improve enrolment, retention and completion, there is the need for increased sensitization and mobilization of the populace by government at all levels.

A

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• There is also the need for Counsellors to be employed for the ANFE programme to encourage participants to remain on it.

• For attendance at ANFE programmes to improve, there is the need for improved remunerations for the instructors.

• The importance of ICT cannot be over-emphasised. As a result, government and other stakeholders need to invest in this if the products of ANFE are to fit into the modern world of work and further education.

• All stakeholders in ANFE need to intervene to ensure that teaching and learning materials and facilities are provided for the centres in adequate and sufficient quantities.

• There is need for stakeholders to meet at the national level to ensure collaboration in programmes planning and execution among various providers for synergy and efficiency, as well as standardization in programmes planning and delivery.

• There should be massive capacity building activities like in-service training, workshops, etc, to up-date ANFE teachers. This will contribute to the achievement of ANFE objectives.

• The private sector should contribute adequately to the funding of ANFE because it also enjoys the services of its graduates.

• Clients need to be involved in programme planning and delivery. (ADEA, 2008).

It is clear from the findings that Nigeria needs to scale up almost every aspect of literacy and non-formal education programme in advocacy, funding/resource mobilisation , sustainable partnership , programme design, strategy design, planning, implementation , coordination, monitoring, assessment and evaluation and evidence-based reporting.

7.5 Key Challenges The challenges of education quality assurance, assessment, monitoring and evaluation have been chronic and daunting in two major respects: • Lack of systematic, credible and standard approaches to assessment, monitoring and

evaluation in basic education, post-basic, secondary and tertiary levels. • Serious lack of follow-up action and utilization of the lessons learned from otherwise

standard, objective, national monitoring assessment exercises to enhance curriculum reform, programme design, delivery and learning outcomes.

While the studies reviewed above have exposed the serious gaps that exist in the Non-Formal sector, the critical challenges of Monitoring of Learning Achievement (MLA) in the formal school system underscore the perennial crises in Nigerian basic education. Every nation-wide Monitoring of Learning Achievement (MLA) carried out between 1996 and 2006 (Falayajo et al., 1997; UBEC 2001; FME 2004; FME 2006) has consistently exposed (1) the very poor national mean performances of primary school children in literacy, numeracy and life skills across the nation’s public primary schools; (2) low teacher capacity and motivation, and (3) poor learning environments. Specifically, the first MLA conducted in 1996 (Falayajo et al. 1997) showed that the national mean scores attained by Nigerian Primary IV children were: 32% in numeracy, 25% in literacy and 36% in life skills. In 2001, the Universal Basic Education Commission’s (UBEC) study found similar challenges: 34.02% for public schools in Mathematics, while private schools scored 40.24%. In English language, the national mean score was 40.10%; public schools scored 37.5%; Islamiyya or Qur’anic schools scored 34.1% while private schools scored 47.7%. Again, in 2004, the MLA was extended to the Junior Secondary School, (JSS) 2 and Senior Secondary School (SSS) 2 through the FME ESA/UNESCO/UNICEF collaboration, as a follow up to the 1996/97 study reported by Folayajo et al. (1997). Yet again, the picture had not

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changed. The National mean scores at the JSS level were 32.25% in English; 25.22% in Mathematics; 25.38% in Integrated Science and 38.27% in Social Studies. SS 2 results were: English 31.84% and Mathematics 31.35%. The state of emergency in Literacy cannot be over-emphasised. More importantly, what this means is that: (1) no progress, nationally, has been made since the 1996 MLA; (2) the lessons learned from successive MLAs have not been put to any good use in order to change the situation. Furthermore, it was shown also that in the JSS and SS MLA surveys, the Federal Government Colleges or Unity Schools ‘’consistently out-performed public and private schools in the four core subjects; but the students in private schools still out-performed their peers in public schools’’. Another critical challenge and a much over-looked factor that closely explains the poor learning achievement of basic, post-basic and secondary education learners is the medium of communication, the language of literacy: learning or education in which language? Since the landmark research known as the Six Year Ife project led by Professor Babatunde Aliu Fafunwa in the 1960s, it has been empirically established in various countries around the world that learning in the mother tongue is the key to success in basic education: ‘’….first language instruction results in increased access and equity, improved learning outcomes, reduced repetition and drop-out rates, socio-cultural benefits and lower over costs’’ (The World Bank 2005). However, many countries, including Nigeria, pay lip-service to the active use of mother tongue in the delivery of education. The irony is that ‘’if it works so well, why isn’t everyone using it? This is against the grim picture that ‘fifty per cent of the world’s out of school children live in communities where the language of schooling is rarely, if ever, used at home’’ (World Bank, 2005).

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CHAPTER EIGHT COMMITMENT FOR THE FUTURE

8.0 Introduction In this chapter, EFA Goal 3 which focuses on the learning needs of young people and adults, and Goal 4 on adult literacy are discussed since they are very closely related. Furthermore, the national initiatives in terms of policies, frameworks, global and national action and strategic plans, national blueprint and benchmarks and the Roadmap for the Nigerian Education Sector are analysed with particular reference to specific objectives, turn-around strategies and timelines. Other issues examined include the critical importance of up-scaling literacy and adult learning in Nigeria: funding sources and access to intervention funds, how the experiences of E-9 countries could significantly enhance the achievement of EFA Goal 4, Nigeria’s prospect of achieving Goal 4 by 2015 and the role of teachers, and Nigeria’s support for a declaration of E-9 collective commitment.

8.1 Goals 3 and 4 of the Education for All Goal 3: Learning Needs of Young People and Adults There are six objectives in the National Action Plan (2006) targeting the 2015 timeline for achieving equitable access to learning and life skills programme for young people and adults: • By 2015, 80% of children up to the age of 15 will be enrolled in school or an equivalent

education programme; • By 2015, the percentage of working children of school age will be reduced by 80% and

access to relevant basic education will be provided for those still working; • Provision of access to all children on an incremental basis of 10% each year to Junior

Secondary School from 50% in 2001 to 100% in 2006; • By 2015, 80% of youth and adults aged 15+ will attain national standards set for literacy,

numeracy and problem solving with gender parity; • By 2015, all young people and adults will have access to formal and non-formal lifelong

education; and • By 2010, 95% of youth and adults will have access to information, education and services

necessary to reduce their vulnerability to HIV&AIDS.

The relevant strategies adopted to ensure that progress is made in enhancing the learning needs of all youths and adults are significant: • development of specific programmes which target out-of-school children, vulnerable and

disadvantaged groups in urban and rural contexts; • enhanced funding that supports both the development of facilities and capacity to

mainstream children with disabilities into the educational system; • provision, through UBE of opportunities for both formal education and non-formal education

on an on-going basis; • mobilisation and sensitisation drive to increase the enrolment of young people and adults in

appropriate learning and life skills programmes; and • inclusion of HIV&AIDS awareness and prevention programmes; (including behaviour

change and communications models) in the curriculum of all programmes – both formal and non-formal.

Some achievements have been made to ensure equitable access to appropriate learning and life-skills programme. In ensuring equal access to basic education, especially for children with special needs, the Federal Executive Council (FEC) approved 2% of the Consolidated Revenue

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Fund (CRF) as grants to the 36 States and the FCT to support them in educating children with special needs. In addition, FME in 2009 organized a retooling workshop on Inclusive education practice for the Special Needs in North-East geo-political zone and also developed an identification Matrix for gifted education programme in Nigeria. Also, 740 new community facilitators were trained in the use of REFLECT methodology by NMEC. This has empowered communities to carry out community based developmental projects such as building of clinics, and classrooms. The Government is committed to alleviating poverty by providing life skills and empowerment to improve the well being, effectiveness and productivity of its citizens through access to appropriate learning and life skill programmes.

Goal 4: Adult Literacy In order to achieve a 50 per cent improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults, in line with EFA goal 4, the National Action Plan (2006) sets five objectives targeting the 2015 timeline, to drive the adult and mass literacy programme. These include:

• Progressive recruitment and training of 260,000 adult literacy instructors by 2010. • Provision of access to, renovation of existing facilities and construction of additional

100,000 training centres for the delivery of adult literacy classes and centres for nomadic education by 2010;

• Mainstreaming of alternative participatory approaches to adult literacy by 2007; • Development of access to programmes for all out-of-school youths including pregnant girls

and young mothers, by 2007; and • Reduction by half of the current number of illiterates in Nigeria, by 2015. 8.2 Scaling Up Non-Formal Education (NFE) Against 2015 In spite of the challenges, the Federal government has put in place a substantial quantum of structures, partnership and linkages in Nigeria in line with the mandate of NMEC, the National Commission for Nomadic Education (NCNE), the Universal Basic Education Commission and UBE Act 2004 as well as such frameworks as EFA, MDGs, the National Policy on Education (2004), the United Nations Literacy Decade and the specific goals of the E-9 initiative. Specifically, the mandate of the National Mass literacy, Adult and Non Formal Education Commission (NMEC) is unambiguous in terms of the turn-around strategies being implemented to achieve EFA goals 3 and 4 among others by 2015: • design policies that will accelerate literacy promotion and mainstreaming; • increase awareness on the importance of literacy and solicit the participation and

cooperation of all in the task of making all Nigerians literate; • develop literacy programmes with special attention to disadvantaged groups such as

women, the disabled, rural dwellers and out-of-school children, among others; • motivate and mobilize people to participate in mass literacy, adult and non-formal education

programmes through the mass media, especially the radio; • monitor and coordinate activities relating to the promotion of mass literacy; and • give policy direction on mass literacy to the State agencies on matters concerning mass

literacy and adult education.

The progress recorded so far to achieve adult literacy includes:

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• establishment of Adult Literacy Centres across the country. So far, there are 35,779 Literacy Centres in Nigeria, with a total enrolment in basic literacy programmes being 386,685;

• advocacy and sensitization of relevant stakeholders on literacy programmes; • development and implementation of the National Blue-print and minimum Benchmark for the

integration of the Qur’anic schools into NFE; • coordination of the Literacy by Radio programme by NMEC; • coordination and monitoring of the activities of NGOs involved in Literacy programmes in

States and Local Government Areas by NMEC; • production of training manual for Literacy by radio. In addition, 1,850 community facilitators

have been trained on literacy by radio nationwide; • development of primers in English Language and many indigenous languages; and • development of books on life skills to provide Learners with materials on life enhancing skills

[FME EFA Report Card, 2009)

The critical collaboration between NMEC and the National Bureau of Statistics that produced the National Literacy Survey/Report points to the significant progress that could be made in providing literacy mapping, gathering of reliable and objective data and achieving the trust and confidence of policy makers, development partners and stakeholders in general and educational/literacy planners in particular. Further indication of the political will to upscale NFE by government is reflected in several other recent policy documents: The National Benchmark for Non-Formal Education and integrating Qur’anic Schools in Nigeria FRN (2008); the Communication Strategies for the Integration of Basic Education to Qur’anic Schools (FRN 2008); the Roadmap for the Nigerian Education Sector (FME 2009), and, very importantly, Nigeria’s commitment to the Agenda for Distance Education/open schools in E9 countries [Creed & Perraton, 2001]; The National Blue print for Adult and Non-formal Education in Nigeria [FRN 2009] and the National Teacher Education Policy [FME 2009]. Three of these important policy documents will be highlighted: (a) The National Blueprint,(b)The Benchmark for NFE and (c)the National Policy on Teacher Education. The teacher factor will be discussed later under the appropriate item 8.4 (A)The National Blueprint for Adult and Non –Formal Education The Blueprint provides a comprehensive coverage of the organic link between mass literacy and the goals of EFA and MDGs and underscores the fact that achieving the UBE ,EFA and MDGs “is contingent on achieving the goals of mass education.” The organogram showing the flow between the formal and non-formal sub-sectors embeds a wide range of target groups for mass education and provides the framework for the development of the Blueprint. Specifically, the Blueprint gives policy direction on strategies to fast-track literacy delivery in the country as well as issues concerning funding, capacity building, monitoring and evaluation of the literacy programmes. It also advocates political commitment and adequate financial resources by the three tiers of government to support literacy programmes . In addition, it is expected that the document will facilitate collaboration with the International Development Partners (IDPs) who will now have a working document to guide their intervention (Olagunju, 2008). (B) The National Bench Mark for NFE and Quranic Schools The National Benchmark is a critical and timely quality assurance and standards framework that aims to establish clear indicators and processes for total quality management of the design, implementation, monitoring and evaluation of NFE programmes in Nigeria in line with NMEC’s

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core mandate. The documents comprise two sections: (a) Non-formal Education and (b) Integrated Basic Education into Quranic Schools. The following benchmarking measures are prescribed: • Literacy, programmes, centres and methodology; • Facilitators, materials and equipment; • Curriculum, contact hours, learners-facilitators ratio and measurement of achievements; • Access, monitoring, evaluation and quality assurance; • Governance, multilingual and partnership; • Continuity of learning, roles of stakeholders including the International Development

partners (IDPs). [FRN 2008 ] More importantly, the expected NFE processes and outcomes that the National Benchmark aims to produce are as follows: • No Out-of-School Child, youth, adolescent and adult illiterate should be denied access to

non-formal Basic education for any reason, including poverty and gender; • Non-Formal Education Centres (classes) should be learners’ friendly and equipped with

learning materials and vocational equipment; • Opportunities should be provided for learners to move from one stage or level to the other or

be allowed to mainstream to formal sector, if they so wish with a view of self-actualization or academic target(s);

• The teaching-learning processes should be andragogical, problem solving and for attainment of literacy, numeracy and life skills;

• Recruitment Facilitators (teachers) should be based on national minimum requirement; • Under-qualified facilitators in the system should have their skills up-graded to meet the

national minimum requirement through a systematic and well organized professional skills development programme;

• Each tier of government should develop and implement a sound funding strategy to sustain adult and non-formal education programmes on an enduring basis; Encourage adult and non-formal education learners to acquire livelihood and vocational skills to empower them for income generating activities, thereby reducing poverty.

The matching communication strategies for integrating basic education into the Qur’anic schools- also published by NMEC in 2008 with the support of USAID, has been described as:

the first of its kind in Nigeria, (and) aims at guiding all the stakeholders in our collective responsibility of making more people literate and bringing education closer to the underserved and less privileged group of our society, it puts together effective methods that will increase the knowledge, attitude and practices for acceptability and then the implementation of integrated Qur’anic Schools system in Nigeria.’ [Olagunju 2008]

The communication matrix presented addressed key underlying issues/challenges of non-inclusive education. Key Issues of Integration that the National Policy Emphasizes: • Access to basic education that will build children’s capacity and prepare them for improved

livelihood; • Meeting the basic needs of the Almajiris and Mallams in terms of adequate feeding, shelter,

clothing, good health care, safe water and sanitation, and protection;

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• Resistance to integration of core subjects in Qur’anic schools by a large segment of the target population.

• Rejection of western education and culture arising from fear of religious conversion; • Lack of awareness of alternative means of receiving basic education besides formal primary

schools; • Misinterpretation or ignorance of Islamic religious injunctions; and • Recruit-deploy qualified teachers to Integrated Qur’anic Schools

Objectives and Timelines • Increase access, retention and completion of basic education for learners attending

traditional Qur’anic schools by 20% annually per target state between 2008 and 2015; • Increase number of girls accessing year 1,2 and 3 in Integrated Qur’anic Education Schools

by 30% in all LGAs, 15% in 15 focus states by 2015 from 2007 baseline; • Increase umber of Qur’anic schools using the integrated curriculum from 20% of 2007

baseline to 80% by 2015; and • All children (boys and girls) attending Qur’anic schools acquire life/livelihood skills

Specific experiences that could be replicated include the REFLECT, the nomadic and NFE literacy by radio initiative, the UNIVA community project among several others and The Non-Governmental Association for Literacy Support Service (NOGALSS). For example, NOGALSS was established in 1993 with the mission to ‘’eradicate illiteracy in Nigeria culminating into development through the establishment of Literacy Centres in all the nooks and crannies down to the community level and carrying out enlightenment campaign through the Rights Based approach (RBA) that education is their inalienable right to enable them to contribute politically, social and economically towards the growth and development of Nigeria’’. In this regard, the Association leveraged the potential of the organized NGO sector to ‘’assist Nigeria to achieve its targeted literacy level and thus achieve EFA MDGs and vision 20:2020’’.[Report of NOGALSS on Literacy activities from 2000]. The critical role and impact of literacy support NGOs has received strong emphasized in stakeholders and partnership forums. Funding Sources The sources of fund are laid out by the Universal Basic Act 2004 which makes basic education including NFE free, an onerous responsibility for the Federal, State, LGAs and organized private sector. However, both the UBE Act and the Education Roadmap address the funding provision. The promulgation of the UBE Act has witnessed an unprecedented increase in the funding of basic education in Nigeria. Sources of fund at this level include: • Not less than 2% of 2% of the Consolidated Revenue Fund (CRF) of the Federal

Government; • Fund/Contributions in form of Federal Guaranteed Credits; and • Local/international donor grants

The fund from the Federal Government is an intervention fund to States for the implementation of the UBE programme. Funds that come from States, Local and International Development partners (MDGs, UNESCO, UNICEF, DFID and JICA) are in the form of matching grants, counterpart funding, technical aids and project specific assistance. Release of the UBE Intervention Fund The Federal Government, for the past five years (2005-2009) has consistently released to the States the statutory 2% CRF for the implementation of the UBE programme. The fund, as reviewed in 2008, is disbursed as follows (FME EFA Report Card 2009):

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• Matching Grant 50% • Education Imbalance 14% • Good Performance 5% • Physically and Mentally Challenged 2% • Monitoring Fund 2% • UBE Implementation Fund 2% • Instructional Materials 15% • Teacher Development 10% Accessing of UBE Matching Grants One of the challenges in financing Basic Education in Nigeria is the inability of States and private education providers to access the UBE intervention fund released by the Federal Government. For example between 2005 and 2007, most of the States failed to their Matching Grants. However, 2008 and 2009 witnessed a reversal of this trend; particularly in 2009 when almost all the States (31 States) and FCT accessed the Grants. The EFA Nigeria Report Card 2009, p.49-50] shows that as at 31st December 2009 a total of N113,307,499,998.92 was accessed through statutory releases while for the same period, un-access matching grants was 36,729,786,591.74 [FME 2009]. The Education Tax Fund is a special funding agency of the Government and has proved very strategic in providing intervention/special project funds to both the formal and Non-formal sectors. 8.3 Experiences of E-9 Countries

The E-9 countries have established a critical platform for leveraging the experiences, challenges, opportunities of literacy which is the E9 Ministerial Biennial Meeting and focusing on thematic issues of common and specific interest to member countries. For instance, in 2001 they committed to EFA goals and the MDGs, and adopted at national level the framework of the United Nations Literacy Decade (UNLD) UNLD 2003-2013, is driven by the vision of literacy as Freedom and Literacy for all and its four overarching objectives: • Significant progress towards the 2015 EFA goals; • Attainment of useable literacy, numeracy and other basic competencies; • Dynamic literate environments; and • Improved quality of life as an impact of using literacy Against the backdrop of the experience of literacy leading up to the Global Monitoring Report(GMR) on Literacy, the attainment of goal 4 in the E9 countries was not an obvious prospect as the Mid-Decade Review of the UNLD (2008). Nigeria is one of the countries at risk of not meeting the EFA goal 4. The Bamako Call to Action (2007), the Bali Declaration (2008), the UNLD International Strategic Framework (2009) and the CONFINTEA VI (Belem) Plan of Action (2009) all provide a common range of policy specifications, objectives, strategies, processes and expected outcomes in favour of up scaling literacy, empowerment, poverty reduction and sustainable community and national development in E9 countries especially in sub-Saharan Africa where Nigeria is the only E-9 member. Furthermore, Nigeria and her less populated literacy-challenged less resources-endowed neighbours in the ECOWAS sub-region face similar challenges. However, the leadership that the E9 countries need to provide in the following areas cannot be overemphasized: exemplary political will, strong government-led advocacy and literacy campaigns, policy dialogue and programme design with the widest

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possible array of stakeholders and partners, quality assurance, monitoring, evaluation and peer review, sharing of good practices of innovative methodologies and delivery impact, teacher training, establishment of NFE information management system for collecting reliable data and statistics through valid and objective literacy surveys and situation analysis. These strategies if implemented, would send the right signals and impetus that other literacy-challenged countries could emulate. Such countries could be given an observer status at the E-9 forums or limited participatory status where necessary especially if examples and models of good practice or effective innovation in literacy delivery in other countries in the sub region could be of use to E9 countries. Countries that have achieved 100% literacy/EFA (Cuba, Mauritius) could be of strategic importance at E9 Forums. Furthermore, the Bali Declaration reinforces the political will of the E9 Ministers in the following critical respects: • to ‘’strengthen our cooperation and accelerate our progress in Education for All (EFA) ‘’; • to acknowledge, despite the progress made so far, ‘’the vast challenges which remain within

our borders, in particular noting that two-thirds of the world’s illiterate adults live in the E-9 countries’’;

• recognized that the EFA goals will not be achieved globally if they are not achieved in the E-9 countries, noting that some c countries may face greater challenges than others in meeting the EFA goals by the 2015 target line’’

The Declaration also set the Agenda: • teacher education and training as a focus of educational system reform; attraction

preparation, deployment, employment conditions, professional training, career prospects, use of ICTs and open and distance learning modes

• South-South Cooperation was recognized as a powerful strategy to meet the ‘’need to enhance further the E-9 mechanism as a lever for stronger, more successful and more visible South-South cooperation’’ [E-9 doc. 2008 ]

An important commitment made in Bali, is to up scaling the visibility and profile of the E-9 forum through a powerful communication strategy and reinforced collaboration among E-9 members ‘’ as a model to other countries and regions, including the development of an updated website with a quarterly updated newsletter, under the overall leadership of the chair’’ (page 3). More importantly South-South collaboration stands to gain significantly in terms of EFA, UNLD time-lines of 2015 and 2013 respectively. It is, however, the indicators of action-oriented E-9 Agenda that would be of continuing interest to Nigeria and literacy- challenged sub-Saharan Africa: In order to develop an action-oriented agenda for the E-9 network over the coming two years, The Bali Declaration articulated the member countries’ agreement to: • Consolidate the mechanism of South-South cooperation to achieve the EFA goals; • Strengthen Education Management Information Systems (EMIS), in particular to ensure the

inclusion of comprehensive data on teachers; • Develop evidence-based teacher-related policies, including teacher education and training

as an integral part of systemic education reform; • Develop teacher professional standards for quality assurance; promotion of EFA and

welcome these as models of future engagement at the global level;

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• Re-affirm the role and value of the E-9 Initiative as a platform for the exchange of knowledge, best practices, lessons learned and expertise in education, recognizing the rich and diverse experiences which we have to share and the comparable challenges which we face;

• Recognise active collaboration and support to each other as increasingly urgent, and express our common determination to work individually and together towards the success of the E-9 network and ultimately the achievement of the EFA goals.

8.4 Nigeria’s prospect in relation to EFA Goal 4 by 2015 The key strategy in the National Action Plan is the reduction by 50% of the number of the illiterate populations by 2015. This means that at the midpoint of the 2000-2015 time line when the illiteracy rate was put at 25,618,185 adult illiterates (9,556,703 males (37.3%) and 16,061,482 females: 62.7%) under the impetus of the Implementation Committees at the National, State and Local government levels, Nigeria would have an illiterate Adult population of less that 12 million. In terms of basic education, the 10 million out-of-school Nigerian children would, by 2015, have been reduced drastically in line with the UBEC Act 2004 that makes basic education Free, universal, compulsory, and the National Action Plan time lines of 2009, 2010 and 2015 respectively. The National Action Plan (NAP) targets that would ensure that access to basic education is achieved by 2015 are as follows: • Ensure that by 2009, 100% of all children of official school age (6-11) will be enrolled

fulltime in primary school or in an equivalent education programme including all school entry-age girls as well as boys of primary school age, will be enrolled in primary school or its equivalent;

• Improve by 2010 the school completion rate by30% to an overall rate exceeding 90% of those in primary schools;

• 50% increase in the number of children with disabilities mainstreamed into primary school, by 2010;

• Ensure a transition rate of 90% from primary to junior secondary school; • Ensure that by 2015, 80% of children up to the age of fifteen will be enrolled in school or in

an equivalent education programme; and • Reduce by 80% by 2015, the percentage of working children of school age while access to

relevant basic education will be provided for children still working.

The Teacher Factor in the New National Policy on Teacher Education (2009) The issue of teacher supply, retention, quality and status enhancement would need to be addressed vigorously. The (New) National Teacher Education Policy published in January 2009 is a landmark document which seeks to: The policy vision is to “Produce quality, highly skilled, knowledgeable and creative teachers based on explicit performance standards through Pre-Service and In-Service Programmes who are able to raise a generation of students who can compete global”. Accordingly, the policy stipulates, among others, the following incentives for enrolment of enrolment and retention of teachers: • Scholarship schemes for tuition, feeding, book allowances and monthly stipends for general

up-keep in order to encourage admission into NCE and Bachelors degree programmes.

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• Special incentives shall be given to primary school teachers to be posted to rural or disadvantaged areas in form of rural posting allowance.

• More incentives shall be provided for candidates studying ECE, primary Education Studies and the other areas such as: Such as Technology, and Mathematics (STM), English Language and French.

• Teacher trainees on Teaching practice and practicum shall be recognized and harmonized with the Student Industrial Work Experience Scheme (SIWES).

• The Federal Teachers’ Scheme, which guarantees employment for a minimum of two years for qualifying NCE graduates, shall be sustained by eliciting commitments of State governments.

• The Teachers Salary Scale (TSS) shall be strictly implemented by both the Federal and State governments [FME,2009].

8.4 Nigeria’s Support of a Declaration of the E-9 collective commitment

Nigeria would strongly support a declaration reiterating the issues raised in the Bali Declaration, commitments and future actions. Most, if not all global Declarations and Frameworks have the same mission to drastically reduce, if not eliminate completely, the illiteracy rate around the world and in E9 and neighbouring or regional literacy- challenged countries, thereby empowering the population – politically, economically and socially. Taken together the Bali Declaration, the 2007 Bamako Call for Action, the Belem Framework for Action (2009) the respective mandates of the National Commission for Mass Literacy Adult and Non-formal Education (NMEC), the Universal Basic Education Act 2004; The National Policy on Education (2004) and the Roadmap for Nigerian Education Sector (2009) all point in the direction of Nigeria’s vision 2020. Specifically, the Bamako Call for Action suggests that African populations, Heads of state and governments, First Ladies and leaders of decentralized communities can make a drastic change given the daunting challenges the continent faces. Accordingly, the Bamako conference urged all stakeholders to commit/recommit to their duty to: • Promote literacy as a fundamental right for all groups, but also as an essential tool for

economic, social and political participation; • Advocate greater mobilization and large-scale support to accelerate literacy efforts; • Develop an integrated, holistic and diversified educational vision; • Mobilize internal resources commensurate with the scale of our ambitions regarding the

interests and wellbeing of African populations; • Put in place efficient, effective and transparent mechanisms for the management of internal

and external resources; • Create partnerships to share innovative experiences and practices; • Make large-scale investment in literacy and training for young people and adults 9a

minimum of 3% of national education budgets); • Improve the status, working conditions and salaries of trainers and adult educators; • Promote national languages in education and other spheres of life; • Consolidate literacy skills through the creation of literate environments [UNESCO Institute

for Lifelong Learning 2007].

Furthermore, the outcome of the three-day UNESCO-UIL and UNESCO BREDA- funded international Workshop on Mass Literacy Campaigns was captured in the communiqué and the following recommendations to make Mass literacy in Nigeria effective:

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• The existing policy on Mass Literacy should be faithfully implemented; • That government implement the Bamako recommendation stipulating that 3% of the

National and State Educational Budget be dedicated to Mass Literacy programme; • All existing structures at national, state and local government be empowered to perform their

basic functions in line with provisions of NEEDS, SEEDS, LEEDS, EFA targets and MDG goals;

• For a successful Mass Literacy Campaign, there is a need for strong advocacy for and by political executive, legislators, traditional rulers, religious leaders, local government chairmen and civil society groups;

• Capacity of functionaries (Directors of agencies, supervisors and facilitators) should be built; • There should be adequate provision for the remuneration of literacy personnel; • ICT should be deployed for Mass Literacy Campaigns to allow for mass participation; • Effective monitoring machinery should be put in place; • The dominant language or preferred language of the learner should be adopted.[UNESCO

2008]

The Belem Framework for Action (2009) entitled ‘’Harnessing the power and potential of adult learning and education for a viable future’’ provides similar directions and indicators for adult literacy and lifelong learning (ALE) against the backdrop of the daunting challenges of low acceptance, weak policy and governance, financing, participation and inclusion, quality, statistics, monitoring and evaluation and reporting. Successful implementation of the Belem Framework for Action will be a function of the availability of valid and reliable data-quantitative and qualitative monitoring assessment of achievement and impact of ALE programmes and interventions. E-9 countries are particularly interested in the commitment they have made in Belem and there is a dire need for the Eighth E-9 Ministerial Review meeting to integrate the following commitments into their respective National Action Plans: • investing in a process to develop a set of comparable data indicators for literacy as a

continuum and for adult education; • regularly collecting analyzing data and information on participation and progression in adult

education programmes, disaggregated by gender and other factors, to evaluate change over time and to share good practice;

• establishing a regular monitoring mechanism to access the implementation of the commitments to CONFINTEA VI;

• recommending the preparation of a triennial progress report to be submitted UNESCO; • initiating regional monitoring mechanisms with clear benchmarks and indicators; • producing a national progress report for a CONFINTEA VI Mid-Term Review coinciding with

the EFA and MDG timeline of 2015; • supporting South-South cooperation for the follow-up of MDG and EFA in the areas of adult

literacy, adult education and lifelong learning; • monitoring collaboration in adult education across sectors such as agriculture, health and

employment.

The National Mass Education commission (NMEC) in its review of the Belem conference, made the following recommendations to the Federal Government of Nigeria. • Universal Basic Education Act should be reviewed in view of the fact that adult basic

literacy is central to basic education and that it harbours a large percentage of the population that need to be empowered to meet the challenge of development as well as the achievement of MDGs, EFA and Nigeria’s vision 20-20-20;

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• Governments at the national, states and local levels should allocate a minimum of 10% of their Education budget to Adult and Non formal Education while the organized private sector and civil societies should allocate 2% of their net profit for the promotion of adult literacy;

• As part of accelerated plan to eradicate illiteracy in Nigeria, National youth Service Corps Scheme should for the next three years engage all graduates in mass literacy as part of their primary assignment.

• A review of adult literacy curriculum be made to accommodate life improvement skills so that adult learners are not just made to acquire literacy skills but also to acquire skills that make life better for them. In addition, the educational system should be streamlined (Curricula, Materials, Personnel Training and learning achievement) in such a way that graduates of NFE can continue with their education to the highest possible level.

• All media should be utilized for sensitization, mobilization and advocacy for effective adult literacy delivery. [Paiko, 2010]

Commitment to Literacy eradication, Open Schools and Open and Distance Learning Alternatives. The Federal Government of Nigeria is committed to drive the imperative of access through several key turn-around-strategies and timelines: Launch an aggressive National Campaign on Access by May 2011 and “Declare a national literacy emergency for five years; create a program that utilizes youth corpers and other volunteers as teachers in mass literacy programs. Deliverables targeted include “50% increase in mass literacy whereby 10 million adults would be trained every year”; upscale the enrolment in nomadic education programs to “1,379,000 based on 30% increase in enrolment at 2.32% growth rate”; as well as “A well established mass literacy program that trains 25 million participants every year” [FME 2009]. In this respect the critical government agencies the Universal Basic Education Commission reiterates the potential of open schools and distance learning for promoting expansion of access, equity and quality. As Muhammed, the Executive Secretary of UBE states: “It is possible that ODL institutions can achieve economies of scale and reduce costs without cutting quality. If due attention is paid to quality assurance processes, ODL institutions can offer education that is as good as, if not better than, the formal face to face system”. (Muhammed, 2010:22] The underlying challenge for Nigeria and E-9 countries and literacy-challenged neighbouring countries is efficient planning, appropriate technologies and IT infrastructures in order to maximize the “ways that technology can support the development of both youth and adult literacy as well as non-formal education in the global regional and national perspective” [Wagner & Kozma 2009] Commitment to the UNLD International Strategic Framework for Action (2009) The E-9 countries, as parties to the Belem Framework of Action and the UNLD have the following strategic objective and recommendations of the UNLD strategic Framework to integrate in the E-9; steps forward to the 2013 timeline: • To mobilize stronger commitment to literacy • To reinforce effective literacy programme delivery; and • To harness new resources for literacy.

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Beyond literacy advocacy campaigns and clear policy formulation, the focus for Nigeria would be on the following three critical strategies: • Enriching literate environments “to sustain skills, to provide opportunities for lifelong learning

and access to knowledge, and to put literacy to use in meaningful ways” • Capacity development in all aspects of literacy and at all levels… • Improving assessment, monitoring and evaluation of literacy to provide policy-makers,

planners and programme managers with timely, valid and reliable data on literacy levels, the needs of populations and the necessary information on the performance of the system.

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