Advocacy and Accountability
The Project is making sure that at each quarter a research and financial audit is carrying out to measures success and achievement. More so, A monitoring team is always up and doing to see that monitoring is continuous at each point of disbursement and ensure resources and activities are measured and aligned. Reviews are also considered and evaluate programme did well and where there are areas for improvement. The scope and feasibility are judged by use of performance indicators, which were set out when the programme was planned. The evaluation reviews and assesses the performance of the GPE programme using the Researches, Reviews, and Monitoring Report by setting up criteria of relevance, effectiveness, efficiency, sustainability and impact.
Funds are allocated for activities that strengthen transparency, accountability and civic participation in education. However, School Based Management Committee are also in place for sustainability as well engaged civil society organizations to effectively conduct advocacy for education.
Kano State is among the participating five State are selected to benefit from the grant of USD100 Million to fund what was tagged “The Global Partnership for Education/Nigerian Partnership for Education Project” (GPE/NIPEP). The Project development objective is to improve access to quality basic education with particular attention to girls’ participation. Project beneficiaries includes, pupils particularly girls, who attend basic education schools and integrated Islamiyya schools funded by government, and the teachers in the schools who will receive training and support. Indirect beneficiaries include government staff at Federal, State and LGA levels, as well as members of School Based Management Committees (SBMCs) and the communities they represent. The Project which is for a 4 year period, 2015/16-2018/19 academic sessions is still on-going due to an extension of One year and is being implemented through the following 3 Components with different objectives and activities in achieving the desired Project Development Objective (PDO). However each one of these components have sub components of One to three;
Component 1: Promoting School Effectiveness and Improved Learning Outcomes
The main objective of this component is to improve the effectiveness of schools in enabling pupils to enroll, stay in school and improve learning outcomes, by promoting school-level resourcing and planning, providing increased resources for primary and pre-primary education and providing literacy and numeracy especially in the early primary grades. This component has 3 sub-components namely:-
1a- School Improvement Grants to Primary Schools
1b- School Improvement Grants to Pre-Primary Schools
1c- Support to Teacher Professional Development
Sub-component 1(a)-School Improvement Grants to Primary Schools (estimated total amount per School N305, 000.00): This sub-component will provide funds to support a decentralized mechanism for funding non-salary expenditures related to improving school learning and teaching by providing all eligible primary schools with a School Improvement Grant (SIG). The grant will be channelled to school accounts and will fund materials for students that are intended to aid access, retention and improved learning.
Sub-component 1(b)-School Improvement Grants to Pre-Primary Schools (estimated total amount per School N320, 000.00): This sub-component will provide specific funding support to benefit teaching and learning initiatives, materials and resources for pre-primary education in the form of a grant to schools that already have established pre-primary classrooms.
Sub-component 1(c)-Support to Teacher Professional Development: This sub-component will provide funds to support the costs of training and materials in state-led initiatives to develop the skills of primary teachers, mentor teachers and head teachers in core areas of reading, literacy and mathematics.
Component 2: Increasing Access to Basic Education for Out of School Children, with a Focus on Girls
Sub-component 2(a)-Girls’ Access to Primary Education (estimated total amount per Girl/Family N50, 000.00):This sub-component will focus on increasing the demand for girls to attend school. It will provide scholarships to households to encourage increased enrolment of girls in lower primary schools.
Sub-component 2(b)-Scholarships for Female Teachers (estimated total amount per Teacher is N50,000.00): This sub-component is designed to promote gender equality and support the increase in the supply of qualified female teachers. It will fund female teachers to upgrade their qualifications to the NCE.
Sub-component 2(c)-Community Mobilization and SBMC Training: This sub-component will provide capacity-building and operational support to LGEA and school-level stakeholders (gender advisors, Social Mobilization Officers (SMOs), SSOs, SBMCs, school staff) on issues affecting enrollment, girls’ retention and ensure SIG-supported activities are designed with gender sensitivity.
Component 3: Strengthening Planning and Management Systems including Learning Assessment Technical Assistance, Monitoring and Evaluation and Capacity Development
Sub-Component 3A-Management and Implementation Support: This sub-component will provide resources for technical assistance and capacity building to Federal Ministry of Education and its implementing agencies to fund key operational costs for managing, monitoring and supervising of the NIPEP activities such as procurement and financial management.
Sub-component 3B-Monitoring, Evaluation and Learning Assessment: This component will provide necessary resources for monitoring and evaluation and capacity building of SUBEBs (and LGEAs) for monitoring and evaluation, data and learning assessments.
The study is focussed on assessing the impact of the project interventions that are directly linked to beneficiaries on the grants for pre-primary and primary, teacher professional development, girls access, scholarships for female teachers, community mobilisation and SBMC training on the extent to which school effectiveness and improved learning outcomes were achieved, expansion of access with focus on girls have increased enrolment with more qualified female teachers as well as an improved capacity for school, LGEA officers and communities.