Project Framework & Composition

Federal & Kano State Implementing Agencies & Their Addresses

(1)        Federal Ministry of Education, Federal Secretariat, Central Business District, Abuja,, Nigeria

(2)       Federal Ministry of Finance, Federal Secretariat, Central Business District, Abuja,, Nigeria

(3)       National Planning Commission, Plot 421, Constitution Avenue, Central Business District, Abuja, Nigeria

(4)       Universal Basic Education Commission (UBEC), Wuse Abuja

(5)       Ministry of Education, State Secretariat Complex, Gidan Murtala, Kano, Kano State, Nigeria.

(6)       State Universal Basic Education Boards (SUBEB), Audu Bako Secretariat, Kano, Kano State, Nigeria.



The Project will be implemented over a period of four years. Given the decentralized nature of the Project, the institutional arrangements have been designed to:

  • Reflect a realistic partnership between Federal, State, LGEA and IDPs to support Kano States’ education plan. Previous interventions in Nigeria neglected Federal coordination, facilitation and investment to ensure that political commitment remained at highest levels and that activities would align with national reforms and national scale-up.
  • Ensure that existing administrative structures and funds flow are used (through those agencies with greatest capacity) to improve implementation and prevent bottlenecks.
  • Offer a fine balance between effective overall coordination and support at the national level and the management and implementation responsibilities of individual project components and activities at the state level;
  • Empower the existing MDAs to oversee the execution of project activities, working in partnership with non‐state actors instead of creating parallel structures outside of existing government structures, and establish support structures to provide technical support, operational assistance, and proper coordination only as necessary;
  • Ensure that the implementing and coordinating units are properly equipped with the technical qualification and the logistical capacity to fully respond to the requirements of effective implementation, monitoring and evaluation by the Kano state and the concerned federal agencies;
  • Create synergy among states by sharing knowledge and providing opportunity for mutual support; and
  • Create opportunities for the public sector to work with non‐state providers of services
  • Facilitate interaction between the Nigerian authorities, agencies and the Bank; especially the monitoring of progress for achieving the Project Development Objective, and the conducting of mid‐terms reviews and ex‐post evaluation by the Bank Project team.

The Project sets up four levels of project coordination/management and implementation arrangements: Federal, State, Local, and School.

The institutional arrangements, including roles and responsibilities of the various institutions are discussed below. 


The major part of implementation will occur at this level. Consequently, each participating state will establish a State Project Steering Committee (SPSC) as the decision making body for the project in the state, chaired by the Commissioner, State Ministry of Education, The committee will provide oversight function for the project in the state.

The SPSC will also play a key role in planning, implementing, monitoring and reporting, as well as acting as a focal point for coordination with the Bank, SUBEB, LGEAs , and other agencies, including concerned Civil Society Organizations.

This committee will liaise with various implementing partners, closely track project progress and achievement, and compliance with fiduciary safeguards (financial management, procurement, social and environment).

The Steering Committee, chaired by the Commissioner, State Ministry of Education will comprise of following as members:

  1. Honourable Commissioner of Education
  2. Chairman House Committee on Education
  3. A to the Governor on Education
  4. Perm Sec. State Ministry of Education
  5. Representative Ministry For Local Government
  6. Representative Ministry For Planning and Budget
  7. Representative Ministry of Women Affairs.
  8. Representative Ministry For Finance
  9. Representative Community Re-orientation Council
  10. Representative Emirate Council
  11. Representative ALGON
  12. Executive Chairman State Universal Basic Education Board (SUBEB),
  13. Executive Chairman State Qur’anic and Islamiyya Schools Management Board
  14. Executive Secretary Secondary Schools Management Board
  15. Executive Secretary State Agency for Mass Education
  16. DPRS SMOE/ Project Co-ordinator
  17. DPRS SUBEB/ Deputy Project Manager
  18. Director KERD
  19. Representative from State owned College of Education,
  20. Representative from IDPs (ESSPIN)
  21. Representative from Civil society organization (CSACEFA).
  22. Chairman NUT
  23. Represantative of Education Secretaries Forum

All Lead Persons of Components / Sub – Components

The SPSC will convene every quarter to:

  • Review the implementation of the State sub‐project and forward its analysis and conclusions to the SPSU. This includes the review of quarterly reports prepared by the State Project Coordination Unit(SPTC);
  • Approve annual work programs, budgets, and procurement plans for the state sub‐project;
  • Ensure that agreed performance targets and timeline of the State sub‐project are met;
  • Address critical issues that could hinder the implementation of the project.
  • Track performance progressively using approved key performance indicators for each key result areas
  • Ensure effective communication and access to information
  • Monitor feedback and grievance redressal


3.1. State Project Technical Support Team (SPST):

Each participating state will establish a State Project Technical Committee (SPTC) to support the SPSC on technical matters and be led by a State Project Coordinator (the Director for Planning, Research and Statistics of SMoE). The SPTC will meet monthly.

This committee will:

  • liaise with various implementing partners,
  • closely track project progress and achievement, and compliance with fiduciary safeguards (financial management, procurement, social and environment).
  • play a key role in planning, implementing, monitoring and reporting, as well as acting as a focal point for coordination with the Bank,some, SUBEB, Local Government Education Officers, and other agencies, including concerned civil society organizations.
  • To oversee the overall implementation of the project in the state

The SPTC will be assisted in financial management by a State Project Financial Management Unit (SPFMU) located in the Accountant-General’s Office, responsible for the financial management of donor-funded projects in each State. 

The SPSC and SPTC will:

  • prepare annual work programs for the NIPEP to implement Components 1, 2 and part of Component 3, while the State level bodies will:
  • Provide support for these components and oversee implementation of Component 3.

The SPTC will be responsible for the day‐to‐day management of operations and ensure compliance with all the laid down procedures and relations with the SPFMU, the SPSU, TAST and IDA.

3.2 The main functions of the the SPTC:

The main functions of the SPTC shall include but not limited to:

  • Provide overall technical guidance on the implementation of the Selected State’s Respective Parts of the Project
  • Provide technical support to AEAs on activities such as procurement, M&E in line with the rules and procedures agreed with IDA;
  • Act as the secretariat for the SPSC;
  • Develop project implementation tools such as Payment Forms, Registrarion Forms etc.
  • Prepare annual work programs, budgets, procurement plans, etc. based on inputs from the AEAs, and present these to the SPSC for review and approval before submitting them to the SPSU and IDA;
  • Monitor implementation of the project at state level and prepare quarterly progress reports and submit them to the SPSC, SPSU and IDA
  • Keep and manage project records and documents necessary for sound project management, transparency and accountability.
  • Accountable for the performance of the SPTC.
  • Develop an integrated, automated system to monitor and assess the extent to which objectives are being fulfilled in all economic, social, urban, environmental, and administrative fields.
  • Link the system via an intranet network to ministries, non‐ministerial agencies, and provinces to ensure ease of use and operation. These entities would be able to enter the system and operate it, each within the scope of its own responsibilities and powers.
  • Hold an annual conference to present and evaluate the extent to which plan objectives have been achieved.
  • Launch a major information campaign to mobilize and define the plan, its objectives, and the means of achieving these objectives. The campaign should define the roles of stakeholders.
  • To regularly review and revise the plan, its priorities, its objectives, and the policies to achieve these objectives, as needed based on changes in the reality of the Nigeria economy, the available financial and human resources, and public disclosure, consultation and participation.
  • Ensure due diligence with intra‐government agencies (e.g. Social Mobilization Department, Women’s Affairs, Youth Development, Universal Basic Education Intervention, The SURE-P project of the State Government, and NGOs).
  • Monitor and evaluate the extent to which objectives were accomplished during the life span of the project.

To enable the SPTC to perform effectively, there will be monthly coordination meetings between the Project Coordinator, members of the committee, representatives from all the AEAs and the Head of the PFMU. The purpose of the coordination meetings will be to:

  • review the monthly implementation progress reports prepared by the AEAs;
  • hold the SPTC and AEAs accountable for delivering on set targets;
  • address issues affecting project implementation;
  • ensure appropriate linkage in the activities implemented by the AEAs;
  • submit consolidated annual work programs, budgets, and procurement plans to SPSC for approval;
  • review quarterly implementation progress reports to be presented to the SPSC; and
  • make recommendations to SPSC on smooth and effective implementation of the sub‐project.

3.2.1 Project Financial Management Unit.

Project financial management at the state level will be vested in the Project Financial Management Unit (PFMU) located in the office of the Accountant-General of the State (OAGS). PFMU will handle the FM functions under a Memorandum of Understanding (MOU) to be signed with State Project Technical Committee (SPTC).

The PFMU will ensure the following :

  • All transactions and balances relating to the project are correctly and completely recorded; Preparation of regular, timely and reliable financial statements
  • Safeguarding of the entity’s assets; and
  • Existence of auditing arrangements acceptable to IDA.

The Accountant General at the State levels will ensure the deployment of a Project Accountant, a Project Finance Officer and an Internal Auditor to the SPSU to support the use of financial resources under NIPEP projects in an economic, efficient and effective manner, in compliance with the financial management requirements of the World Bank and the State Government.

The Head of the SPFMU and the Internal Audit Coordinator are part of the Project management team and will be invited to all its management meetings while the designated Project Accountant & Internal Auditor will be invited to all project staff meetings.

3.3 Activities Executing Agencies (AEAs):

Regarding the implementation arrangements within the AEAs, the head of each AEA shall assign appropriate schedule officers to the sub-component activities with responsibilities for the following:

  • prepare work programs, procurement plans, budgets, and submit such programs and plans to the SPTC;
  • prepare and submit monthly progress reports to the SPTC;and
  • more generally, ensure the effective implementation of theactivities assigned to the AEA, in collaboration with other relevant officers inthe AEA.

The AEAs will not have to create new structures for the implementation of the project at state level (except for the regulatory body in the Governor’s office regarding the procurement reform, if not already in place) but entrust that responsibility to existing department and divisions according to their role and functions in the organizational structure of the AEA.

State project management and implementation arrangements are expected to be similar in the participating state, including the project financial management by the SPFMU. However, the Project provides flexibility to accommodate for specific local operational environment. For instance, a given state may choose to entrust the responsibility for its sub‐project implementation to a unit that is currently implementing other similar operations under donor financing.

4. The SPTC Team and their main functions .

The State Project Coordinator who will be of the rank of a Director (or equivalent if appointed from outside the civil service) will be supported by a team, on a full-time basis, including:

  • Deputy Project Coordinator
  • a Procurement Officer,
  • an Accountant,
  • an Internal auditor,
  • an M&E Officer,
  • a Communication and Knowledge Officer,
  • a Safeguard officer
  • a Gender Sensitivity officer
  • an Administrative Assistant
  • Desk Officers for each of the interventions and
  • a Driver/messenger.

The State Project Coordinator  will be required to take leave of absence from the Civil Service and work full time if he/she is to be paid by the project. His/her selection and appointment must comply with para 1.11 (d) – Eligibility clause on page 7 of the Consultant Guidelines, which inter alia, states that  “(d) Government officials and civil servants may only be hired under consulting contracts, either as individuals or as members of a team of a consulting firm, if they

  • are on leave of absence without pay;
  • are not being hired by the agency they were working for immediately before going on leave; and
  • their employment would not create a conflict of interest”.
4.1 Main functions of the SPTC Team.

4.1.1   State Project Coordinator


The project Coordinator will be responsible for the overall project progress by ensuring the realisation of the NIPEP goals and objectives at the state level. She/he will be accountable to the state project steering committee, relevant staff of the cooperating institution and AEAs, and appropriate levels of government ministries. She/he will be accountable to staff (project and partner) and primary stakeholders for project progress, problems and strategy.

Tasks and Responsibilities
  • Responsible for strategy, implementation and evaluation of impact and relevance of the project activities,regarding humanitarian needs in the area of intervention.
  • Draw up annual planning, and being responsible of implementation, follow up and reporting towards the State Project Steering Committee.
  • Ensuring that the activities carried out in the project are in line with the objectives defined and the action plan.
  • Responsible for the implementation of the project, keep at closed collaboration and follow up with the entire state project team.
  • Responsible for making sure there is a sufficient and appropriate personnel with the right level of resources and other support needed for successful implementation of the project.
  • Keep in touch with key stakeholders including state government officials, NGOs, national and international organisations, civil and military authorities, as well as with other relevant sections of the society in the project area.
  • Negotiate collaboration and agreements between authorities at project level, always in coordination with SPSC.
  • Develop and maintains a detailed project schedule which includes administrative tasks and all sites involved in the project.
  • Coordinate meetings, including travel arrangements and expense reports.
  • Maintain Project Managers calendars.

4.1.2  Deputy Project Coordinator


The Deputy Project Manager will report to the State Project Coordinator and works in cooperation with the SPSU. The role of the Deputy Project Manager is to plan, execute, and finalize projects according to strict deadlines and within budget. This includes acquiring resources and coordinating the efforts of team members and third‐party contractors or consultants in order to deliver projects according to plan. The Deputy Project Manager will also define the project’s objectives and oversee quality control throughout its life cycle.

Tasks and Responsibilities:
  • Direct and manage project development from beginning to end.
  • Define project scope, goals and deliverables that support NIPEP project goals in collaboration with PC and stakeholders.
  • Develop full‐scale project plans and associated communications documents.
  • Effectively communicate project expectations to team members and stakeholders in a timely and clear fashion.
  • Liaise with project stakeholders on an on‐going basis.
  • Estimate the resources and participants needed to achieve project goals.
  • Draft and submit budget proposals, and recommend subsequent budget changes where necessary.
  • Determine and assess need for additional staff and/or consultants and make recommendation to the SPSC through the PC, for appropriate recruitments if necessary during project cycle.
  • Set and continually manage project expectations with team members and other
  • Delegate tasks and responsibilities to appropriate personnel.
  • Identify and resolve issues and conflicts within the project team.
  • Identify and manage project dependencies and critical path.
  • Plan and schedule project timelines and milestones using appropriate tools.
  • Track project milestones and deliverables.
  • Develop and deliver progress reports, proposals, requirements documentation, and presentations.
  • Determine the frequency and content of status reports from the project team, analyses results, and troubleshoot problem areas.
  • Proactively manage changes in project scope, identify potential crises,and devise contingency plans.
  • Define project success criteria and disseminate them to involved parties throughout project life cycle.
  • Coach, mentor, motivate and supervise project team members and contractors, and influence them to take positive action and accountability for their assigned work.
  • Conduct project post postmortems and create a recommendations report in order to identify successful and unsuccessful project elements.

4.1.3 Project Accountant


The project accountant position is accountable for monitoring the progress of projects, investigating variances, approving expenses, and ensuring that project billings are issued and payments collected.

Tasks and Responsibilities
  1. Create project accounts in the accounting system
  2. Maintain project‐related records, including contracts and change orders
  3. Authorize access to project accounts
  4. Authorize the transfer of expenses into and out of project‐related accounts
  5. Review and approve supplier invoices related to a project
  6. Review and approve time sheets for work related to a project
  7. Review account totals related to project assets and expenses
  8. Investigate project  variances  and  submit  variance reports to management
  9. Report on project profitability to the PC
  10. Create or approve all project‐related billings to customers
  11. Investigate all project expenses not billed to customers
  12. Approve the write off of any project‐related billings that cannot be billed to or collected from customers
  13. Close out project accounts upon project completion
  14. Create and submit government reports and tax returns related to projects
  15. Compile information for internal and external auditors, as required

4.1.4 Project Auditor


 Independent of the project team, the project auditor’s role is to ensure that project processes are in place and being adhered to in respect of all aspects from outline strategy to financial close.

Tasks and Responsibilities
  1. Evaluate status in vehicle projects
  2. Report project gate status to steering committee, project organisation and internally Strategic Planning
  3. Represent the Audit function in different steering committees
  4. Check project steering documentation (requirements contracts, etc.)in a project with the purpose to understand project content and deliverables
  5. Pro‐actively support and improve project assurance
  6. Development of project validation process
  7. Work in accordance with the Project processes as stipulated in the PIM and other related documents
  8. Evaluate whether adequate controls within the project management and processes are incorporated and validate the effectiveness of those
  9. Evaluate controls within the project management processes and proactively make recommendations to mitigate risks that may hinder achieving project objectives and

4.1.5  Communication Officer

Tasks and Responsibilities
  •  Generally lead, develop, and support implementation of a communication and outreach plan for the project
  • In close teaming with other team members and stakeholders, develop and ensure timely implementation of a workplan on communication and outreach that ensures full consonance with the project visibility guidelines and plan.
  • Oversee the development of appropriate communication and outreach materials, such as various publications, posters, banners, flyers, fabrics, T‐Shirts and brochures, amongs
  • Direct and support the creation of communication outlets for the project, such as a website,etc.
  • Create appropriate links between the various communication means, including with project partners and national counterparts, as appropriate
  • Explore and identify opportunities available to strengthen the project
  • Take appropriate and pre‐emptive measures to avoid unwarranted publicity on project activities
  • Manage and advise the project leadership on potential and/or actual communication issues
  • Organize regular press briefings, press releases and interviews to communicate project activities and outcomes, and the role of World Bank and EU as partners in the “Nigeria Project”,as appropriate
  • Engage with electronic and print media (e.g. to explore the possibility of using radio/TV shows to enhance the project monitoring and visibility
  • Compile a database of various interlocutors and stakeholders, including from the media
  • Develop a list of useful members of the press and maintain good relationship with them
  • Keep abreast of news reports about the project and related matters
  • Share and respond to requests for information and assistance on the project

4.1.6  Monitoring and Evaluation Officer


Under the leadership of the Project Coordinator and in collaboration with the project team, the Monitoring and Evaluation Officer’s role is to develop, coordinate, and implement effective monitoring and evaluation systems that address the need of the project with an emphasis on the use of communications and media strategies.

Tasks and Responsibilities
  1. Enhance and conduct baseline formative research, develop indicators based on KAP (knowledge, attitude and perceptions survey) and work with staff to create media/communications
  2. Develop and implement a logical framework and performance‐based monitoring and evaluation strategy for the project.
  3. Coordinate day‐to‐day research, design, monitoring, and evaluation activities of the project.
  4. Research and continuously follow existing monitoring and evaluation literature, frameworks, materials, methodologies, best practices,and Inform project team of current research that affects project
  5. Design and carry out various data collection methodologies to gather critical information that monitor and evaluate the project’s progress against targeted outcomes and
  6. Develop strategies for involving the project’s local partners and community stakeholders in collecting data and learning from project findings.
  7. Lead training of the project’s M&E methodologies and tools for staff and
  8. Establish and maintain are pository of resources on M&E for NIPEP project in the state.
  9. Explore creative use of technology and media for M&E for NIPEP project
  10. Provide monthly and quarterly reports on activities, outputs,and relevant outcome indicators to the Project.

4.1.7 Procurement Officer


A procurement manager identifies, contracts, and manages the various ancillary trades and vendors for the implementation of the NIPEP project. They must obtain competitive pricing, negotiate contracts, and then work with the project manager to ensure the vendors adequately perform their scope of work.

Tasks and Responsibilities
  1. Manage the project procurement through implementing all policies and procedures related to procurement activities & ensuring that the project procurement guidelines and provisions are followed in transactions;
  2. Develop procurement tools such as standard format for TermsOf Reference, Technical Specifications, customized contracts for staff and other individual consultants; 
  3. Send copies of the GPN to Embassies and trade representatives;
  4. Established in Nigeria. The Procurement Specialist is responsible for updating the GPN as needed; 
  5. Post “Specific Procurement Notices” (SPN) and “Requests for Expressions of Interest” (EOI) for goods and consulting services respectively.
  6. Contribute to the operational manual procurement section; 
  7. Undertake necessary advertisement on annual and periodic basis; 
  8. Undertake procurement activities, such asassisting/reviewing technical specifications for goods and terms of reference for consulting services; preparing bidding documents; writing evaluation reports; providing necessary assistance and tools for conducting evaluation processes;etc. 
  9. Conduct market research and update price lists in respect of relevant equipment; 
  10. Develop and maintain a data base of suppliers and consultants to include their contacts, areas of expertise, relevance to project components; 
  11. Maintain a coherent filing system to include procurement preparation and contract management, correspondence, claims, reports,etc. 
  12. Ensure that all Consultants deliverables are properly filed and referenced; 
  13. Lead the development of a Project Procurement Plan and generate regular updates for the guidance of the Project Manager, and the NIPEP project team; 
  14. Developtoolsforcapturingprocurementdataandidentifyprogresstowards the achievement of procurement schedules; 
  15. Participate in project technical committees or component team meetings in order to ensure timely implementation progress and a focus on procurement related activities; 
  16. Coordinate with the Project Manager and Accountant for regular preparation of Project Management Reports,as a part of the World Bank financial reporting requirements; 
  17. Undertake other procurement related duties and assist with other project management responsibilities as required by the Project Coordinator; 
  18. Provide training to procurement staff and other staff involved in procurement processing. 
  19. Monitor procurement processing in close collaboration with the project manager officer and maintain a realistic planning allowing proper budgeting;

4.1.8    Gender Officer


The Gender Officer is responsible for gender mainstreaming and proactive technical support to the NIPEP. S/he will work with all departments and partners to ensure that gender equity principles are incorporated into all policies and activities of NIPEP implementation. S/he will plan, implement and follow up on gender-related activities and provide support to Counterpart staff, partners and grantees on mainstreaming gender in their programs and activities, including design and implementation of trainings on gender-related topics..

Tasks and Responsibilities 
  1. Assist SPTC to assess and identify gender knowledge needs and gaps in NIPEP Project.
  2. Design and implement trainings for Counterpart and partners staffs on gender related topics and mainstream, including but not limited to gender awareness and integration, gender inclusiveness toward more efficient and effective NIPEP implementation *
  3. Develop bi-weekly, monthly and quarterly reports on gender activities.
  4. * Participate in gender-related events (meeting, workshops, conferences) and network within the country in-order to stay updated about gender related development
  5. * To train, support and coordinate field project teams on all gender related activities.
  6. Develop and execute an overall strategic action plan for gender mainstreaming in consultation with relevant stakeholders;
  7. Develop and contribute to the basis of policy statements, frameworks, mandate, rationale and goals of the work of gender mainstreaming.
  8. Lead the establishment of a gender task force within NIPEP and serve as its coordinator;
  9. Conduct reviews of NIPEP implementation strategies and provide timely input and recommendations for gender integration and the inclusion of women in the implementation of programs.
  10. Co-ordinate training activities and develop a suite of tools for training on gender mainstreaming based on identified needs for SPTC staff, in liaison with other organizations/contractors that can contribute towards this;
  11. Represent SPTC at developmental forums and liaise with gender focal points in other institutions for events where information on gender mainstreaming may be required to leverage NIPEP programs; and
  12. Assist with respect to gender issues, the Monitoring and Evaluation team, in monitoring results emanating from the NIPEP program.
  13. Support the PC in ensuring that the project implementation documents and strategies are gender mainstreamed;
  14. Enhancing the understanding of International, Regional and National gender instruments by the state gender machinery, including line ministry gender focal points, civil society and private sector through advocacy and capacity building and results monitoring;
  15. Convening key communities stakeholders’ participation to secure guidance for effective programme delivery; and
  16. Support the campaigns and advocacy work of the Girls and Women’s Initiatives through co-ordination and facilitation with stakeholders;
  17. Coordinate regular communication with stakeholders on girls child education

4.1.9  Safeguard Officer


Support the SPTC in developing, implementing and administering appropriate Environmental and social safeguard instruments and issues relating to all NIPEP operations.

Work with project teams and other relevant stakeholders to ensure Environmental and Social Safeguard issues are taken on board in project design, construction and implementation as at when due in compliance with Nigerian laws & legislations and World Bank’s Environmental and Social Safeguard Policies.

Tasks and Responsibilities
  • Ensures that World Bank Safeguards Policies and other relevant laws in Nigeria are complied with in all sub-projects implementation.
  • Provides environmental and social safeguards review and technical support to project implementation teams to enhance project quality and compliance on environmental and social safeguards in NIPEP operations in the participating states.
  • Advises Government agencies, project sponsors, consultants and non‐ governmental organizations on relevant Nigerian Environmental laws and World Bank’s environmental and social safeguard policies, guidelines, procedures and best practices and
  • Provides assistance/guidance in the preparation of appropriate safeguard instruments (frameworks, screening, plans and actions) to addressing relevant issues during project development and implementation.

(ii) Ensures that the relevant safeguard instrument developed/prepared for projects are fully implemented by Supervision of the contractors, supervisors and site engineer, training of contractors and workers, as well as monitoring of the implementation with adequate field back to the PC who in turn will keep the World Bank updated regularly.

  • Provides updated information and analyses on environmental and social safeguard aspects to and in participating state.

4.1.10 Project Administration Officer

Tasks and Responsibilities
  • Assist with the development, application and monitoring of the Risk Management, Business Continuity and Crisis Management frame works across the state on the NIPEP project.
  • Assist with the organisation of risk, continuity and crisis workshops and in the procurement of services to support Risk Management, Business Continuity and Crisis Management activities.
  • Provide assistance, or undertake, project work including researching information and drafting documents and reports.
  • Undertake financial transactions, including responsibility for finance reporting, the development and maintenance of budget and budget tracking.
  • Prepare documents, including letters, minutes of meetings, reports, agendas and briefing material.
  • Maintain and manage databases and complex spread sheets for reporting.
  • Works collaboratively with internal and external stakeholders to develop relationships, identify training needs and resolve issues.
  • Undertake administrative duties as necessary, pertaining to the operation, coordination and maintenance of records and information.


At the LGA level, the participation of Local Government Education Authorities (LGEAs) is critical for ensuring compliance of schools, communities and School Based Management Committees. The NIPEP would provide resources, training and capacity building to strengthen LGEA activities. The proposed capacity-building strategy is to equip the selected LGAs with the necessary information, resources and competencies for effectively participating in the project. The activities include:

  1. support to School Based Management Committees (SBMCs) in terms of establishment and training, collate data on service delivery indicators, involve communities in primary education management and oversight;
  2. build capacity of SBMC and other CBOs and foster them where they do not exist;
  • prepare and make available LGEA budgets and expenditures; and
  1. support the development of Local Government Education Management Information System and
  2. providing training and means of transport for supervisors, dissemination of information to schools, Monitoring and Evaluation of Schools activities, etc.
  3. developing communication plans for the involvement of local community in primary education management and oversight;
  • overseeing the environmental and social safeguards management of, coordinating, and facilitating Project activities at the LGA and school-level;
  • conducting monthly visits to schools and collecting information on the basis of a standardized form, set out in the PIM; and
  1. assisting SMoE in data collection, administration of schools, coordination of decentralization of functions and capacity support to SMBCs.


Responsibility for project implementation at school level will lie primarily with Head Teachers, assisted by functional SBMCs.Each SBMC shall be responsible for, inter alia:

  • supervising school activities and improving school performance;
  • school maintenance;
  • preparing budgets and keeping financial records of school expenditures;
  • promoting participation of local communities in school management; and
  • facilitating school audits.
  • support the schools in developing education improvement plans.
  • manage activities under SIP, as approved by the SMOEs.
  • responsible for organizing meetings with relevant community members (e.g. Parent-Teacher Association, parents’ assemblies.

6.1   School-Based Management Committees (SBMCs)

School-Based Management Committees (SBMCs) are an essential link between schools and the communities they serve. SBMCs are made up of arrange of local people involved with their school.

The Committees are

  • to act as a bridge between schools and the communities they serve.
  • Intended to contribute to school development planning and decision-making at the school level for improved learning outcomes.
  • Voluntary groups made up of people who represent the school community and may include pupils, teachers, parents, community leaders as well as other community-based groups interested in education.
  • To meet regularly and organise activities to improve the way schools operate and support the government’s responsibility of ensuring quality education for all.

SBMCs are usually involved in:

  • contributing to the overall planning, management andc monitoring of schools and to the decision making process.
  • Encouraging the interest of both community and Government to support school improvement.
  • Enabling the wider community to have aa voice in the improvement of education.
  • Monitoring and Communicating issues to the community and to local / state governments.

6.2 Key roles and responsibilities of SBMCs

  • Organising community orientation activities on education and the rights of the child
  • Supporting enrollment, retention and completion drive campaigns in the community
  • Providing the platform for community-school interaction
  • Ensuring that there is a good learning environment for children
  • Ensuring security of life and property in the school
  • Participating in school development planning
  • Increasing accountability through strengthening community voice
  • Networking with other stake- holders for the school’s interest

6.3 SBMCs membership

The School Head will collaborate with the traditional leader in the area and are presentative of the LGEA/SUBEB to select responsible and trustworthy members of the communityto form the 17 membership of the SBMC.The team should reflect the wider community, including women, children and other groups. Atleast eight members of the SBMC should be women.

In all cases, SBMC members must have shared values and behaviour to provide good governance for schools in line with codes of conduct establish by the State Education Laws

Additionally, the SBMC members shall be:

  • resident in the community where the school is located
  • a person of integrity and honesty
  • interested in ensuring the delivery of quality education
  • ready to serve the school and community voluntarily

 SBMC shall be composed of a maximum of 17 members.

Interest Group


Traditional Leader


Head Teacher of the School


Representative of Teachers and NUT(FemaleandMale)


Representative of Pupils (Head Girl and Head Boy)


Representatives of Community (Female and Male)


Representatives of Old Pupils of the School


Representatives of Youth


Representative of community based association


PTA representatives (Female and Male)


Representatives of Artisan/ Professional bodies/Security Personnel/ Health workers(Female and Male)


Representatives of Religious Organisations(Female and Male)




SBMC members will select an executive from amongst its members. These include:

  • Chairman (who should not be a member of the school administration or a teacher)
  • Vice-Chairman
  • Secretary (this will be the Head Teacher of the school)
  • Treasurer(should not be a member of the school administration or a teacher)
  • Press Relations Officer


  • Serve for a period of 3 – years, renewable based on satisfactory performance
  • Meet twice per school term
  • Call emergency meeting if important decisions need to be made between scheduled meetings
  • Not meet with fewer than two thirds of the SBMC membership present

6.4 Forming Sub-Committees

Within SBMCs, sub-committees should be established where special focus is needed, e.g:

  • Finance sub-committee to support the SBMC with managing money.
  • Women’s sub-committees and Children’s Sub-committees to enhance the full participation of the vulnerable groups in a SBMC meetings and activities

6.5 Strategies for ensuring full participation of all stakeholders in the decision-making processes of SBMCs:

  • Including all groups

The SBMC should actively include all groups by:

  • Ensuring their involvement in all SBMC activities
  • Encouraging parents and husbands to allow women and children to be fully involved in the SBMC
  • Sharing information with SBMC members on the importance and benefits of including women’s and children’s voices in SBMC processes
  • Enabling women’s and children’s voices to be heard through the formation of committees which feed into SBMC meetings.
  • Training SBMC members in child awareness, child protection and the benefits of children’s participation in the SBMC.
  • Raising awareness

The SBMC can actively increase participation by:

  • Involving and gaining the support of local,religious and traditional leaders in raising awareness about education; organising enrolment campaigns
  • The use of community drama, and speaking widely about the responsibility of community and government to make sure that all children enroll in and complete primary school, make the transition to junior secondary and access quality education
  • Viewing female SBMC members as role models, particularly for other women and for girls in communities. They can visit other women in their homes to promote education and encourage them to send boys and girls to school.

6.6 How does the SBMC communicate and report

SBMCs should provide feedback to their wider communities once a term, and submit an annual report (progress and financial) to SMoE, SUBEB, the LGEAs, schools and communities.

The SBMCs will need to keep accurate records of meetings with different groups and report on their activities to Head Teachers and school support officers. This will enable monitoring of how well the SBMC is working.

Whilst the SBMC is accountable to the State Ministry of Education, SUBEB and the LGEAs, these bodies are also expected to monitor and guide the SBMCs to enable them to perform effectively and efficiently

6.7 Conducting SBMC meetings

 It is important that the Chair of the meeting, in consultation with the Head Teacher, informs communities and SBMC members where and when SBMC meetings are to be held and what will be discussed at the meeting. Having information and an agenda beforehand means that people who will feed into or attend the meeting can be well prepared and that maximum progress can be made. Ways of ensuring that members know about meetings could include:

  • Use of the town-crier
  • Passing on information where people congregate such as mosques and churches
  • Letters of invitation from the SBMC to parents
  • School assemblies
  • Requesting the PTAs to pass information
  • Use of notice-boards placed strategically around the community

Meetings should start and aim to close on time as planned and notes (minutes of the meeting) should be taken by the secretary as a record of the meeting

The Chair must be participatory in managing the meeting and ensure that everyone has the chance to speak if they want to and that everyone is listened to and respected. No person or groups should be allowed to dominate the meeting. Decision-making in the meeting should be a consultative process where people discuss and negotiate, and if necessary vote to reach consensus.

6.8 There commended format for an SBMC meeting is as follows:

  1. Observe opening and closing prayers
  2. Highlight the meeting agenda and objectives
  3. Agree ground rules for the meeting so that it can proceed respectfully and efficiently
  4. Review the previous meeting by reading through the minutes of the last meeting
  5. Review progress on action plans made in the previous meeting – identify issues not addressed, agree on what to do about them and write an action plan
  6. Highlight any issues raised since the last meeting and follow- up to these
  7. Report from the children’s group. This could be focused on one particular issue at each meeting and supported by women SBMC members to build children’s confidence
  8. Any other business or issues that members would like to raise
  9. Arrange date and time of next meeting.

Whilst the SBMCs will run on a voluntary basis,ways of acknowledging their work and showing appreciation in-kind can be developed as appropriate at the community level

It is important for the SBMC to have regular meetings with the whole community to up date them on progress and raise new issues and ideas. Including the community in planning, review and monitoring. This is to equally strengthen their voice on education issues and promote community ownership of the school.

The Headteacher in consultation with the SBMC chair sholud lead the meeting, supported by the SBMC executives.

6.9 School Improvement plans

School Improvement plans (SIP) help schools to progress from where they are now to where they want to be in the future.They are plans to make schools better places for children to learn. SIP is based on a sound understanding of where the school is now-its strengths and its weaknesses.

It brings to gether the views of a wide range of people and groups with an interest in education (stakeholders) on how the school should and can improve, establishing common, agreed goals for the school.

6.10 School Improvement Planning Process

Step 1:

Agreeing our goal

 The Head Teacher, with the agreement and support of the SBMC, is responsible for leading this first part of the process. However, the SBMC has several important responsibilities:

  • To ensure that these initial preparatory activities are conducted in a timely manner
  • For making sure as many of the key stakeholders as possible are involved and understand the purpose of SIP and what their role in it will be
  • For sharing information about any agreements reached with the wider community
  • For ensuring that the LGEA and important traditional/religious leaders are aware the school has started on the SIP proces

Step 2:

Where are we now?

Stake holders would then agree on what  the school’s needs are. To do this they need to understand the school’s strengths and weaknesses. This information is provided by the school self-evaluation, which presents a picture of where the school is on a few key issues.

The self-evaluation process requires the school to look at its resources, how these are used and how they impact on students. What are they achieving as a result?

It asks the key question ‘Where are we now’?

The process of self-review is an on-going one, but once a year it is put together into a simple report by the Head Teacher who is responsible for leading the process with teachers, pupils and parents.

The SBMC’s responsibilities in the self-evaluation process are to:

  • Ensure that the HeadTeacher carries out the process in a timely manner, involving everyone
  • Agree that the annual self- evaluation report, ensuring that the main stakeholders’views are accurately reflected
  • Make sure that the information in there portis shared widely in summary.

The SBMCs can use the template below for summarising school strengths and weaknesses.

Factors influencing pupil achievement in our school




What the school records tell us


What the pupils say


What the parents say


What the teachers say


Step 3:

Prioritising needs –Deciding what to tackle first

Once the school has an idea of its strengths and weaknesses it can begin to decide on its priorities for improvement and development.

The SBMC, including the Head Teacher, will have to, with the agreement of the wider stake holders, draw up a list of priorities with a focus on what is really achievable.

Specifically, SBMC needs to think in a systematic way about improving:

  • levels of pupil enrollment and attendance
  • the quality of lessons
  • communications between school and community
  • pupil welfare

The SBMC’s (including the Head Teacher’s) responsibilities are to:

  • decide on and record what the school needs to do to improve, based on areas of weakness identified.
  • create a simple format that can be used to list all needs
  • share this with the community at a prioritisation meeting where the SBMC and other stakeholders agree a list of four or five key priorities for action over the period of a year.
  • record the outcomes of this meeting with agreed priorities, and make sure that there is broad agreement with them. Communicate them as widely as possible in order to solicit widespread interest and support.

Step 4:

Making plans

 The first part:   Where are we going?

 It is useful to keep checking that the proposed activities and the strategies relate clearly to the overall objective of improving pupil achievement

The criteria of success operate at two levels:

  • those that tell us about progress we are making with the activities
  • those that tell us how progress with these activities is contributing to the overall goal of improving pupil achievement (referred to as ‘impact’).

 Outline plan for tackling priorities


Where are we going?Our agreed strategies

What is the impact on pupil achievement?

How will we get there?(activities)

How will we know when we have got there?(indicators)

Priority 1


Priority 2


Priority 3


Priority 4


Priority 5


The second part:  How will we get there?

Developing action plans

The next step is to look at the detail, making simple action plans for each activity. Each action plan should describe:

  • what exactly will be done.
  • There sources needed.
  • Any cost which is involved (and if so, the possible source of funds).
  • when the activity will be carried out.
  • Who will be responsible for carrying it out.
  • Who will be responsible for monitoring its implementation and its effect.

A simple format shown below can be adopted.

Detailed action plan(one per activity)



Resources needed


Possible source of funds

When this will

be carried out?

Who will be responsible?

How will we know if the activity is successful?

Who will monitor progress?


Step 5:

Monitoring progress

The monitoring process will highlight progress made on the situation presented at the self evaluation stage and against the targets agreed in the plan. The whole school community will be interested in what progress is being made – keeping people well informed will contribute to keeping up levels of involvement.

 The SBMC’s (including the Head Teacher’s) responsibilities are to:

  • choose suitable points during the school year to take stock of progress.
  • review what progress has been made including checking that the cost estimations for the plan were reasonably accurate.
  • review that financial records are being kept according to the recommendations
  • keep the main stakeholders and the wider community informed about progress.
  • keep records of monitoring activities and build up an evidence base.

 The SBMCs will monitor progress towards the targets set at the planning stage to find out if progress is being made. If there is no progress it would be important to find out why, so that this information can be shared  and relevant adjustments made.

 Step 6:

Evaluating impact

 At the end of the year, there will be the need to keep the whole school community inform of what happened during the year and the extent to which the plan has been impactful. There are two aspects that they will be interested in:

  • what did we actually manage to do? This will include the activities that were actually carried out, together with the resources, including the financial resources,that were used.
  • what difference did all this make to student achievement (what was the impact?).

 School development planning is a continuous cycle of planning and implementation, so once one year’s plan has been implemented and the funds accounted for, planning can start for the next year.

The process begins again by briefly reviewing whether the goal of improving student achievement remains the same (it is likely to) and then moving to the school self-evaluation. It is to be hoped that there will be some significant changes when the school evaluates its performance, as a result of the year’s efforts to improve.

 As part of its function, the SBMC has a responsibility to use its collective knowledge, skills and experience to help the school develop its SIP.

SBMC has a responsibility to assess how well the school is doing. This can be achieved by keeping the SIP under constant review.

Financial Management (Managing school finances)

Many schools already have their own bank account, which is usually managed by the Head Teacher.  As part of their governance role in schools, SBMCs have a responsibility for the oversight of school finances. All schools should work directly with the Head Teacher in managing school accounts. Therefore, the management of school funds is the responsibility of both the Head Teacher and the SBMC.

School funds can be used for many activities. Generally, most of the funds will be allocated according to activities outlined in the school’s SIP which the school will have budgeted for when drawing up their plans.

Examples of such eligible activities are:

  • minor repairs in school.
  • Provision of teaching/learning materials.
  • Procurement of first aid kits for schools.
  • Supply of clean drinkable water to the school.
  • Repair of broken school furniture.
  • Purchase of sporting facilities.
  • Supporting educational excursions.
  • Provision of additional security for the school.
  • Supporting the ability of children with special needs to come to school and learn.
  • training for SBMC members
  • purchase of flowers/trees to improve the school environment.

Principles of financial management

School funds belong to the school and great care needs to be taken in order to ensure that they are kept securely, spent wisely and recorded properly. Key guiding principles of financial management are as follows:

  • Stewardship

The Head Teacher and SBMC members should make a distinction between their personal finances

  • Efficiency and value for money

The Head Teacher and SBMC members should make the best use of the funds that are available.

  • Accountability

There should be clarity on who has financial authority, what limits are set and who does what. The responsible individuals should follow basic accounting rules, maintain clear, unambiguous records and ensure that their actions are open to outside scrutiny.

  • Transparency

Information should be openly available to the wider community about the school budget and plans for expenditure.

  • Spreading authority for money

Wherever possible, more than one person should be involved in any transaction.

  • Timeliness and accuracy of financial reporting

Recording of transactions should be done as they occur, in order to avoid mix-ups and inaccuracies.

Finance Sub-committee

SBMC should set up a small sub-committee who in conjunction with the Head Teacher will provide oversight of the school finances. The tasks of the financial subcommittee should include the following:

Rules on financial transactions

Wherever possible more than one person should be involved in any financial transaction.

The appointment of a Treasurer from within the sub-committee

One person from the sub- committee should be appointed Treasurer. This person will look after the everyday financial matters together with the Head Teacher.

Signatories to the school bank account

The SBMC should agree to designate two members of the sub-committee who, in addition to the school head, will be signatories to the school bank account. In all cases, payments and cheques would need to be signed by two out of the three designated signatories

How are financial records kept

In It is critical that the SBMC, and in particular the financial sub-committee, should make sure that accurate up – to date financial records are kept. Equally LGEAs designated Officers will monitor rand be responsible for auditing school accounts and SBMCs will be liable for any discrepancies in the accounts.

Each school head and Treasurer is responsible for keeping a bank book in which all payments and withdrawals from the bank account will recorded.

Each school head and Treasurer is responsible for keeping a bank book,in which all payments and withdrawals from the bank account will be recorded.

In addition, in addition, each school should maintain a single cashbook, which is used to record all money coming into the school and all money going out and the dates on which these transactions take place-see the table below:

Single cash book template








At the end of each month,the entries in the cash book should be ruled off and totals of income and expenditure in each column added up

The school bank account

Each school should have a bank account, which is in the name of the school.The bank account should be a current account which allows easy access to funds and provides monthly statements.It is important that the account is operated by dual signatories in order to ensure transparency.

Money should only be with drawn from the school bank account when purchases need to be made and approved.The amount withdrawn should always be recorded and where possible a purchase receipt should be obtained. If the seller can not give a receipt, it is essential that the transaction is recorded and witnessed

It is very important that receipts are kept for all transactions as they will be needed to reconcile spending against the account when funds are retired at the end of the year.

At the end of each school year school funds should be retired by the SBMC finance sub-committee. An end-of-year Statement of Expenditure should be produced, which summarises the school’s spending against different activities

There port should be signed off by the school head and the chair of the SBMC, testifying that the accounts are correct.

The financial report should then be submitted to the LGEA and a meeting should bear ranged so that the SBMC can present there  port oparents and the wider community

The LGEA will need to arrange for an audit of the school account, using LGEA staffor afirm of external auditors. The audit reports will be made public and available to the SBMC and the school community

6.11 General monitoring – What should the SBMC monitor?

Find below are some of the areas where the SBMCs may be involved in monitoring

  • Which children are noten rolled in school, and why

All children in the community should been rolled in school-

ln finding out why some children are still not attending school,the SBMC can work with other partners and develop strategies to include these childreninschool.

  • Which children are dropping out of school early, and why

The  SBMC can monitor this and work on strategies with parents and community to support children to finish their education.

  • The quality of the school infrastructure and environment

TheSBMC can monitor the condition, cleanliness and security of the school and take action to improveit

  • School resources

The SBMC will need to monitor both material and financial resources which come into the school

  • Teaching and learning

SBMCs can assist in monitoring teachers’ attendance.

  • Pupil welfare issues

Safe, positive and encouraging learning. SBMCs can contribute to providing this environment.

Encourage attendance by helping to make the school more interesting and less threatening.

Measuring progress

The SBMC will need to collect information such as:

  • Which children are already enrolled and which attend regulalrly.
  • Which children have dropped out . how many days of absence each teacher has per month.
  • What the physical condition of the school
  • How pupil welfare is perceived by children, parents, teachers and others.

The template below can be used by the SBMC to monitor progress on improving the physical environment of the school.

6.11.1 Sample monitoring checklist:

Checking the physical environment of the school


Good features



And access

Learning environment

Action taken


All children now have chairs to sit on and desks to write at

The toilets are not well maintained and are a risk to health

Girls do not yet have their own toilet to use

Children with physical difficulties can not get into the classrooms

The floors are broken and there are no doors for the classrooms

Discussed with headteacher, SBMC executive and SBMC desk officer

Making improvements

SBMC will need to meet with the Head Teacher, the local school support officer, parents and the wider community to agree which improvements are realistic

  • Involving children and the wider community in the monitoring process
  • how punctual and regular teachers are in their attendance and how they relate to pupils.
  • what would make school better for all children.

Below is the lists of all the implementing entities at all levels, specifying their chair or director, their members and the main responsibilities. This table also depicts the internal communication and reporting flow for the implementing entities