Component 3:- Strengthening Planning and Management Systems including Learning Assessment and Capacity Development

Component 3: Strengthening Planning and Management Systems including Learning Assessment and Capacity Development

The objective of this component is to:

  • Enable effective coordination, monitoring and supervision, technical  support and capacity building through the provision operating costs, and technical assistance to the Federal Ministry of Education, UBEC, the Nigeria Education Research and Development Council (NERDC) on pre-primary and primary curricula, State Ministry of Education, State Universal Basic Education Board and LGEAs;
  • Support robust monitoring and evaluation activities such as the States’ AESPR and the States’ EMIS; and,
  • Regularize annual measurement of Pupil learning and achievement by supporting the EGRA surveys, the National Learning Assessment process, and undertaking two impact evaluations of NIPEP interventions. The Component is consist of two sub-components:


Sub-Component 3a:Management and Implementation Support

This Sub-component will provide resources to FMoE and its implementing agencies to fund key operational costs (including transport, accommodation, per diem and logistics and workshop tools) for managing, monitoring and supervising the NIPEP activities. This includes

  • Coordination activities and monitoring visits to the states: – Bi-annual visits from the federal project support unit (FPSU); monthly meetings of the IDPs, federal project support unit and bi-annual national meetings at the federal level.
  • implementation support and capacity building for FMoE and its implementing agencies at the federal level to:
  • provide support for the standard project management activities such as specialized and technical audits, annual reviews and quarterly reporting, to be accompanied by hands-on support from national and international experts.
  • procure technical assistance on a need basis for those additional skills required to strengthen staff capacity on funds utilization
  • oversee critical education activities
  • support financial management, procurement, M&E, and other technical activities areas identified at the federal level.
  • third-party monitoring
  • This Sub-component builds on existing civil society-government partnerships to:
  • validate and support analysis of project performance and implementation.
  • encourage greater local monitoring and facilitation of school grant implementation and girl scholarships with expected partnerships between education agencies and local CSOs/NGOs.
  • strengthened CSOs roles in improving education service delivery and accountability

Key results will include:

  • improved monitoring and reporting tools and systems for all components which ` includes reporting on:
    • the functionality and effectiveness of SBMC against set criteria which also measures
      • the extent to which spaces are provided for Women and Children voices
      • the extent to which child protection issues, including security for girls are tabled and tackled when/where they arise
      • support the regular monitoring and evaluation of NIPEP by key agencies with this responsibility through other mechanisms that are yet to be developed, in addition to visits that will be at least:
        1. monthly meetings of the federal project support unit and the states’ project support unit
        2. bi-annual national meetings at the federal level
        3. quarterly support visits from the states’ project support unit to LGAs


  • CSOs’ roles in improving education service delivery and accountability is strengthened
  • CSOs’ partnerships with government is strengthened


Sub-Component 3b:To support the improvement of Monitoring, Evaluation and Assessment

This sub-component will support the improvement of existing M&E systems at the state level, namely:

  • States’ Annual Education Performance Review (AESPR): Support states’ efforts to strengthen AESPRs in the following areas:
    • Strengthening report focus and discussion on key indicators and learning outcomes;
    • Providing more data on education finance and expenditure by State and LGEA (e.g. budget, source and type of financing, utilization of resources against budget, extent of access of federal funds, etc.;
    • Emphasizing trend analysis over time (as opposed to reporting data for the ACS year only);
    • Initiating an “AESPR” or learning event per state and
    • Documenting percentage increase in schools demonstrating improvement in literacy rates and reporting attendance rate, in which the SMOE hosts an annual event where sector stakeholders are invited to discuss and debate some aspects included in the AESPR.
    • Support to the AESPR processes will include capacity development to strengthen reporting against the NIPEP Results Framework.
  • States’ Education Management Information System (EMIS),

This sub-component technical assistance will support:

  • review of the current approach to the ASC at state level and consider possible new approaches, including better incorporating the use of technology in the process, to ensure that the census is carried out and results are analysed, published and disseminated timely.
  • knowledge management and communication systems at state level, enabling data from states EMIS to be more accessible to citizens and user-friendly to major stakeholders.
  • initiatives to enable evidence-based decision-making, including collation and dissemination of evidence generated by the state, by IDP programs in the state
  • EGRA Surveys Instruments Familiarisation Workshop; piloting of the instruments; training for assessors and supervisors; data collection, entry and analysis, report publication and dissemination
  • Build evidence on education outcomes, performance award and impact of interventions,

This sub-component technical assistance will support:

  • government and IDP learning assessment programme by providing Technical Assistance in areas such as capacity assessment, institutional development, instrument development (in literacy, including reading and numeracy), pilot testing and capacity building (policy, management, test development, administration, and communication & dissemination of results for policy impact.) to Federal and State institutions, to improve upon current practices.
  • information and communication strategy to:
    • inform the general public, teaching and learning community;
    • provide targeted message to highlight the cost and benefit of IE especially for girls; and
    • build support among key beneficiary and stakeholders’ groups.


Key results will include:

  • a comprehensive and quality state AESPR and EMIS systems
  • Improved capacity development and engagement of stakeholders to utilize the AESPR system for data collection, trend analysis, advocacy, and decision-making
  • Improved capacity development by IDPs to improve the states’ EMIS and states’ funding of the ASC each year
  • strengthened EGRA survey and Learning Assessment processes
  • impact assessments of NIPEP intervention initiatives
  • improved approaches to the national learning assessment in, and across Nigeria
  • a National Learning Assessment system for Nigeria
  • impact evaluation yields results for implementation and strengthening of systems, structures, and processes
  • impact evaluation of the SIGs to determine which model is more effective in improving access and retention, and suggest the necessary amendments to schemes in the future

Table 9.9Total budget per state per component (US$ ‘000)



Total Budget

1Promoting School Effectiveness and Improved learning outcomes


SIG for Primary




SIG for Pre-primary




Teacher Prof. Devt.




Sub-Total Component 1




Increasing access to Basic Education for Out –of-School Children, with a focus on Girls.


Girls’ access to basic education




Female teacher scholarships




Community Mobilisation




Sub-Total Component 2



Strengthening Planning and Management Systems including Learning Assessment and Capacity Development

3a Management and coordination


3b M&E and Assessment

Sub-Total Component 3