Impacts of GPE / NIPEP project in Kano State

PROJECT IMPACT

Determining the Impact of a Project, specifying the influence and changes it has made in the behavior of the individuals or manner of execution  is long term process which is not made immediately. However, Immediate Result shows that the State haD a total of 5,824 schools In  2015 as the baseline and now 6,719 in 2017/2018, this indicates an increase of 877 Schools representing 13%. The pupil’s enrolment for both boys and girls in 2014/2015 stood at 2,876,367 and 3,807,588 in 2017/2018 session, this shows a significant increase of 931,221 representing 24.4% while for the girls only the figure stood at 1,421,313 in 2014/2015 and 1,978,884 in 2017/2018 session this shows an increase of 557,571 girls representing 28%. However, indicators have continued to improve since 2015/2016 Session.  The data revealed that:-

  1. The The Gender Parity Index in 2014/2015 session as base line stood at 0.97 while in 2017/2018 is 1:03.
  2. The Transition rate of girls to JSS stood at 56.5 in 2014/2015 and increases to 83% in 2017/2018
  • Pupils Classroom Ratio stood at 1:94 in 2014/2015 and increases to 1:109 in 2017/2018
  1. Pupil Qualified Teacher Ratio stood at 1:110 in 2014/2015 and increases to 1:113 in 2017/2018 session.

However, it is gratifying from Beneficiary Assesments and Technical audit to note that Girls Scholarship intervention has targeted  girls in poor households which  seemed  to be an effective way of reducing  poverty and improving  the social economic status of families living in poor communities. It also indicates that the girls scholarship  increases  school attendance as well retention of girls in schools. Similarly, the result of the interview exercise on the subject is consistent with these findings. Consequently, the scholarship play a vital role in fostering beneficiaries’ economic autonomy and self-reliance and sufficiency. There is robust evidence that cash transfers developed  positive attitude of saving and increases beneficiary   investment skills in livestock and to as well as in agriculture. Similarly, at the School Level the leadership and School Management have change the Schools activities because the Head teacher’s capacity was built and his managerial skills have  improved. Likewise, the mode of teaching and  lesson observations has been digitalised. The  provisions of All Inclusive Digital Classroom by CATES and CBC together the scale up of the Basic Education Pr Establishment of the  and the scheme of works also has changed the methodology of teaching and learning of the school because the capacity of School Support Officers, Coaching/Mentors, Head Teachers, Teachers and stakeholders about the impact of the project in boosting the confidence of the teachers and quality of service delivery. Student’s performances have also improved in terms of class work and regular examinations from a sample of terminal examinations and continuous assessment records. A number of testimonies from the teachers, SBMC members and project officers suggest a clear indication that the project achieved its objectives and is ofessionalData Base (BEPDD) to 10 additional LGA’s has transformed the order to a seemingly acquisitive and profoundly interactive sessions, making teaching /learning transactions lively and intersting. This transformation suggest that the  likely  desired impact will be met not only in the short and medium term, but also in the longer term. This improves the outcome of learning. Consequently, the girl’s enrolment is sharply increasing and retained at school. The beneficiary assessment report also indicates tremendous satisfaction on the part of beneficiaries

LESSON LEARNT

One of the greatest lessons learnt from the conception, design and implementation/execution of this project is that a critical factor driving the success of any project depends on the commitments of the political leadership, competent and dedicated civil servants appointed as project officers/coordinators, effective supervision and a functional M&E system, as well as minimal delays in approval, release and disbursement of project finances at every stage or level in the implementation of the project.Wehave succintly learnt that partnership and collaboration enables the achievement of objectives possible and in an easy manner.   Finally, an important lesson learnt from the implementation of this project is that the success of any interventionist project like this, depends on the harmonious relationship and cooperation among stakeholders to avoid suspicion and inter-agency conflict which often derails the satisfaction  a  Projective Development Objective.

  Trend Analysis

Local Government Areas

Enrolment of Girls into Class one from 2013-2017

Percentage increase and decrease in enrolment from 2015-2017

2013/14

2014/15

2015/16

2016/17

2014/15

2015/16

2016/17

 

Class 1

Class 1

Class 1

Class 1

Class 1

Class 1

Class 1

AJINGI

3,369

3,432

3,017

4,477

2%

-3%

23%

BUNKURE

5,645

5,272

4,279

6,704

-7%

-9%

8%

GABASAWA

3,675

3,879

3,632

6,348

5%

-8%

43%

GARUN MALAM

3,944

4,073

3,296

4,793

4%

-11%

33%e

KUNCHI

3,405

3,237

2,829

5,028

-5%

-3%

44%

KURA

4,353

5,269

3,943

6,124

8%

-25%

36%

MAKODA

2,233

2,019

2,137

3,588

-9%

6%

42%

RIMIN GADO

3,806

3,974

3,222

4,359

6%

-9%

27%

TAKAI

3,758

3,736

3,020

4,731

-1%

-10%

38%

UNGOGO

13,734

16,527

11,745

18,038

7%

-29%

36%

WARAWA

4,003

3,873

3,105

6,051

-4%

-10%

49%

WUDIL

6,369

5,659

5,593

6,265

-3%

-3%

11%