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Document of

The World Bank

Report No: ICR00001959

IMPLEMENTATION COMPLETION AND RESULTS REPORT

(IDA-42950)

ON A

CREDIT

IN THE AMOUNT OF SDR 43.3 MILLION

(US$ 65 MILLION EQUIVALENT)

TO THE

FEDERAL REPUBLIC OF NIGERIA

FOR A

STATE EDUCATION SECTOR PROJECT

February 14, 2012

Africa Education Department (AFTED)

Africa Region

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CURRENCY EQUIVALENTS

(Exchange Rate Effective July 2011

Currency Unit = Naira

N 1.00 = US$ 0.01

US$ 1.00 = N153.25

FISCAL YEAR

January 1 to December 31

ABBREVIATIONS AND ACRONYMS

CCT Conditional Cash Transfer NCB National Competitive Bidding DfID Department for International Development,

United Kingdom NCCE National Commission of Colleges of

Education

CPS Country Partnership Strategy PSC Project Steering Committee

ECE Early Childhood Education PSU Project Support Unit EFA Education for All QER Quality at Entry Review

ESSPIN Education Sector Support Program in Nigeria

(UK-AID) QSA Quality of Supervision Assessment

FMOE Federal Ministry of Education SBMC School-Based Management Committee

FMOF Federal Ministry of Finance SDS School Development Scheme

EMIS Educational Management Information System SMOE State Ministry of Education

ICB International Competitive Bidding SPIC State Project Implementation Committee

ICR Implementation Completion and Results

Report SUBEB State Universal Basic Education

Commission ICT Information and Communications Technology UBEC Universal Basic Education Commission

(Federal) ISR Implementation Status and Results Report TPDP Teacher Professional Development

Program LGEA Local Government Education Authority TTC Teacher Training College MDG Millennium Development Goals UNICEF United Nations Children’s Fund

MTR Mid-term Review USAID United States Agency for International

Development

Vice President: Obiageli Katryn Ezekwesili

Country Director: Marie-Francoise Marie-Nelly

Acting Sector Manager: Peter N. Materu

Project Team Leader: Olatunde Adetoyese Adekola

ICR Team Leader: Olatunde Adetoyese Adekola

NIGERIA

State Education Sector Project

CONTENTS

Data Sheet

A. Basic Information (i)

B. Key Dates (i)

C. Ratings Summary (i)

D. Sector and Theme Codes (ii)

E. Bank Staff (ii)

F. Results Framework Analysis (iii)

G. Ratings of Project Performance in ISRs (ix)

H. Restructuring (ix)

I. Disbursement Graph (x)

1. Project Context, Development Objectives and Design ............................................... 1

2. Key Factors Affecting Implementation and Outcomes .............................................. 7

3. Assessment of Outcomes .......................................................................................... 11

4. Assessment of Risk to Development Outcome ......................................................... 22

5. Assessment of Bank and Borrower Performance ..................................................... 24

6. Lessons Learned ....................................................................................................... 26

7. Comments on Issues Raised by Borrower/Implementing Agencies/Partners .......... 28

Annex 1. Project Costs and Financing .......................................................................... 29

Annex 2. Outputs by Component ................................................................................. 30

Annex 3. Economic and Financial Analysis ................................................................. 32

Annex 4. Bank Lending and Implementation Support/Supervision Processes ............ 33

Annex 5. Beneficiary Survey Results ........................................................................... 35

Annex 6. Stakeholder Workshop Report and Results ................................................... 36

Annex 7. Summary of Borrower's ICR and/or Comments on Draft ICR ..................... 37

Annex 8. Comments of Cofinanciers and Other Partners/Stakeholders ....................... 40

Annex 9. Learning Outcomes Data (Reading Comprehension and Mathematics) ....... 42

Annex 10. Summary of Assessments (Grants, Teachers, and CCT) ............................ 44

Annex 11. List of Supporting Documents .................................................................... 48

MAP No.IBRD 35281 .................................................................................................. 50

i

A. Basic Information

Country: Nigeria Project Name: Nigeria State Education

Sector Project

Project ID: P096151 L/C/TF Number(s): IDA-42950

ICR Date: 02/14/2012 ICR Type: Core ICR

Lending Instrument: SIL Borrower: FEDERAL REPUBLIC

OF NIGERIA

Original Total

Commitment: XDR 43.30M Disbursed Amount: XDR 41.03M

Revised Amount: XDR 41.03M

Environmental Category: B

Implementing Agencies:

Kaduna State Ministry of Education

Kwara State Ministry of Science and Technology

Kano State Ministry of Education

Cofinanciers and Other External Partners:

UK-AID (DfID)-US$2.87Million (Parallel Financing)

B. Key Dates

Process Date Process Original Date Revised / Actual

Date(s)

Concept Review: 07/31/2006 Effectiveness: 04/25/2008 04/25/2008

Appraisal: 02/20/2007 Restructuring(s): 02/09/2010

Approval: 04/26/2007 Mid-term Review: 11/16/2009

Closing: 07/01/2011 07/01/2011

C. Ratings Summary

C.1 Performance Rating by ICR

Outcomes: Moderately Satisfactory

Risk to Development Outcome: Moderate

Bank Performance: Moderately Satisfactory

Borrower Performance: Moderately Satisfactory

C.2 Detailed Ratings of Bank and Borrower Performance (by ICR)

Bank Ratings Borrower Ratings

Quality at Entry: Satisfactory Government: Moderately Satisfactory

Quality of Supervision: Moderately Satisfactory Implementing

Agency/Agencies: Moderately Satisfactory

Overall Bank

Performance: Moderately Satisfactory

Overall Borrower

Performance: Moderately Satisfactory

ii

C.3 Quality at Entry and Implementation Performance Indicators

Implementation

Performance Indicators

QAG Assessments

(if any) Rating

Potential Problem Project

at any time (Yes/No): Yes

Quality at Entry

(QEA): None

Problem Project at any

time (Yes/No): No

Quality of

Supervision (QSA): None

DO rating before

Closing/Inactive status: Satisfactory

D. Sector and Theme Codes

Original Actual

Sector Code (as % of total Bank financing)

General education sector 3 3

Primary education 49 49

Secondary education 23 23

Sub-national government administration 18 18

Tertiary education 7 7

Theme Code (as % of total Bank financing)

Education for all 40 40

Gender 20 20

Municipal governance and institution building 20 20

Rural services and infrastructure 20 20

E. Bank Staff

Positions At ICR At Approval

Vice President: Obiageli Katryn Ezekwesili Hartwig Schafer

Country Director: Marie Francoise Marie-Nelly Hafez M. H. Ghanem

Sector Manager: Peter Nicolas Materu Laura Frigenti

Project Team Leader: Olatunde Adetoyese Adekola Halil Dundar

ICR Team Leader: Olatunde Adetoyese Adekola

ICR Primary Author: Michael Wilson

Irajen Appasamy

iii

F. Results Framework Analysis

Project Development Objectives (from Project Appraisal Document)

The development objective of the project is to improve the quality of basic education in

targeted Local Government Areas (LGAs) in the participating States (Kaduna, Kano and

Kwara), focusing particularly on girls' education.

Revised Project Development Objectives (as approved by original approving authority)

N/A

(a) PDO Indicator(s)

Indicator Baseline Value

Original Target

Values (from

approval

documents)

Formally

Revised

Target

Values

Actual Value

Achieved at

Completion or

Target Years

Indicator 1 : Primary Completion Rates increased by 5% from baseline by the end of project

in targeted LGAs

Value

quantitative or

Qualitative)

Kaduna: girls 17.4%,

boys: 23.5%

Kano: girls: 49%,

boys: 70.9%

Kwara: girls: 45%,

boys: 50%

NOTE: PAD shows state

level data for 2004. Data

above from state-level

baseline exercise carried

out in 2007 (ASC). LGA-

specific data not available

Kaduna: girls:

22.4%; boys:

28.5%

Kano: girls: 54%;

boys: 75.9%

Kwara: girls: 50%,

boys: 55%

STATE:

Kaduna: girls

41.0%, boys: 52.0%

Kano: girls: 55%,

boys: 84%

Kwara: girls: 50%,

boys: 57%

LGA-specific

Kaduna girls

65.2%, boys:79.2%

Kano: girls: 68.4%,

boys: 84.0%

Kwara: girls:51.2%,

boys: 53.8%

Annual School

Census 2010.

Date achieved 06/16/2007 06/16/2007 06/30/2011

Comments

(incl. %

achievement)

States targets are used in assessing project LGAs performance. All 3 states

exceeded targets except for boys in Kano. Achievement: state 100%, project

LGAs 83%. Girl-boy parity achieved by project LGAs higher than that of states

(46.4% versus 43.5%).

Indicator 2 : JSS Completion Rates increased by 5% by the end of the project in targeted

LGAs

Value

quantitative or

Qualitative)

Kaduna: girls:7%;

boys: 10%

Kano: girls: 2.8%;

Kaduna: girls

12%; boys 15%

Kano: girls: 10%;

STATE:

Kaduna: girls

34.16%; boys:

iv

boys: 20%

Kwara: girls: 40%;

boys: 34%

NOTE: PAD shows state-

level data for 2004.

Above data from state-

level baseline of 2007

(Annual School Census).

LGA- specific data not

available.

boys: 25%

Kwara: girls:

45%; boys: 39%

46.16%;

Kano: girls: 8.67%;

boys: 36.09%;

Kwara: girls: 54%;

boys: 61%

LGA-specific

Kaduna: girls

53.6%; boys:

64.6%; Kano: girls:

14.1%; boys:

45.7%; Kwara:

girls: 69.2%; boys:

77.2%

ASC - 2009/2010

Date achieved 06/29/2007 06/23/2007 07/01/2011

Comments

(incl. %

achievement)

State targets are used in assessing project LGAs performance. Targeted LGAs

exceeded corresponding state averages(100% achieved)- Girl-boy parity

achieved by LGAs averaging 38% versus 36.3% for states.

Indicator 3 : Transition Rates from Primary to JSS increased by 5% from baseline by end of

project in targeted LGAs

Value

quantitative or

Qualitative)

Kaduna: girls: 49.4%,

boys: 59.5%

Kano: girls: 25%,

boys: 49%

Kwara: girls: 38%, boys:

44%

NOTE: PAD shows state

level data for 2004. Data

above from state-level

baseline of 2007 (Annual

School Census). LGA

specific data not available

Kaduna: girls:

54%, boys: 64%

Kano: girls: 30%,

boys: 55%

Kwara: girls: 43%,

boys: 49%

STATE:

Kaduna: girls:

51.8%, boys: 50.7%

Kano: girls: 25%,

boys: 46%

Kwara: girls: 59%,

boys: 59%

LGA-specific

Kaduna:

girls:49.2%, boys:

54.3%

Kano: girls:

23.1%,boys: 45.5%

Kwara: girls:

93.2%, boys: 85.8%

ASC 2009/10

state-wide avg.

Date achieved 06/29/2007 06/29/2007 06/23/2011

Comments

(incl. %

achievement)

With state targets met only Kwara state, LGAs exceeded state averages for boys

and girls; Kaduna and Kano underachieved due to access constraints to JSS.

Overall achievement 33%

Indicator 4 : Improved teaching and learning conditions in target schools based on 2007

v

benchmarks, as measured by Grade 4 reading and math results

Value

quantitative or

Qualitative)

Grade 4 and 6 reading

and math skills

Kaduna: Gr. 4 R 26.4%;

M 8.7% Gr. 6 R 19.7%;

M 4.8%

Kano: Gr. 4 R: 7.3%; M:

5.6% Gr. 6 R:15%;M:

6.4%

Kwara: Gr. 4 R: 29.7%;

M: 8.4% Gr. 6: R: 18.6%;

M:8.9%

DFID/CUBE Assessment.

Grade 4 and 6

reading and math

skills

Kaduna: Gr. 4 R

25.81%; M 42.16%

Gr. 6 R 45.64%; M

37.1%

Kano: Gr. 4 R:

8.0%; M: 10.15%

Gr. 6 R:11.05%;M:

8.71%

Kwara: Gr. 4 R:

43.6%; M: 5.02%

Gr. 6: R: 7.9%;

M:9.7%

Date achieved 08/08/2008 06/23/2011

Comments

(incl. %

achievement)

PAD did not include baseline and targets;LGA- specific baseline data and targets

developed subsequently. 58% Achievement.

(b) Intermediate Outcome Indicator(s)

Indicator Baseline Value

Original Target

Values (from

approval

documents)

Formally

Revised

Target Values

Actual Value

Achieved at

Completion or

Target Years

Indicator 1 : Target schools (1523) implement approved School Development Plans based on

agreed criteria by start of mid 2010, with improved community participation

Value

(quantitative

or Qualitative)

There was community

participation but no

school

Development plan in

place.

1523 schools

1974 targeted

schools (Kaduna-

500, Kwara-627,

Kano-847)

implemented

approved school

Development Plans

and received grants.

All SBMCs, head-

teachers, principals

received training in

school management

and leadership.

Date achieved 04/26/2007 06/23/2007 06/23/2011

Comments

(incl. %

achievement)

Target surpassed by 29.6%.Increase was due to a large number of participating

schools in Kwara which met the SDS criteria, including well prepared

implementation plan with strong community participation and ownership

vi

Indicator 2 : Teachers trained in-service

Value

(quantitative

or Qualitative)

The in-service training

program was not in place

at the start of the project.

Early activities focused

on the development and

field testing of training

materials. Delivery of

such type of in-service

teacher professional

development not in place

5,808 teachers

(80% of 7200

teachers)

6,456 teachers were

trained (3,500, 1650

and 1,806 teachers

in Kaduna, Kano

and Kwara

respectively i.e.

participated in

teacher professional

development

program/activities

in minimum of two

cycles of training in

all the three states).

Date achieved 04/24/2006 06/23/2007 06/23/2011

Comments

(incl. %

achievement)

Data show that target of 80% of teachers trained in-service surpassed by 11%.

TPD Assessment shows some positive results.

Indicator 3 : 80% of the 6,400 primary and 860 JSS teachers trained using curriculum guides

and core subject textbooks effectively by the end of the project

Value

(quantitative

or Qualitative)

Kaduna:0

Kano:0

Kwara: 5:1

Inadequate number of

curriculum guides and

textbooks for teacher use;

Few teachers have had

opportunities for in-

service training.

5,120 Primary 860

JSS

6,456 teach –

(Kaduna: 3,500,

Kano: 1650 and

Kwara: 1806) using

curriculum guides

effectively.

Teacher/book

ratio:Kano - 1:1;

Kwara - 1:1

Kaduna - 1:1 for

curriculum guides

and core subjects

text books i.e.

English, math, soc.

science & science.

Date achieved 04/24/2006 06/23/2007 06/23/2011

Comments

(incl. %

achievement)

Proxy measure: Teachers/books ratio. Targets surpassed by 8%. TPD study

shows that all the primary teachers have curriculum guides and core subject

textbooks.

Indicator 4 : Pupils have access to and use core subject textbooks, with a student/book ratio of

no worse than 3:1 in primary and 4:1 in JSS in target schools, by end 2009.

Value

(quantitative

or Qualitative)

No baseline was available

for Kano and Kaduna

Kwara: Primary- 3.3:1

JSS- 3.2:1

Kaduna: Primary -

3:1 JSS-4:1

Kano: Primary-

3:1 JSS- 4:1

Kwara: Primary-

3:1 JSS- 4:1

Kaduna - 1:1

Kwara - 1:1 and

Kano 3:1 for all the

Primary and JSS

classes.

3 million textbooks

distributed and in

use as confirmed by

independent

vii

study/CSO.

Date achieved 04/24/2006 06/23/2007 06/23/2011

Comments

(incl. %

achievement)

All targets met or exceeded by end of 2009. The use of World Bank

procurement methods resulted in 40-50% lower cost textbooks than appraisal

estimates, and usual Government costs.

Indicator 5 : Teachers achieve a teacher book ratio of 1:1 for teacher guides and workbooks

by end of 2010

Value

(quantitative

or Qualitative)

No baseline available in

Kano and Kaduna

Kwara - primary 3.3:1

JSS 3.2:1

Kaduna primary

1:1 JSS 1:1

Kano primary 1:1

JSS 1:1

Kwara primary 1:1

JSS 1:1

Kaduna primary 1:1

JSS 1:1

Kano primary 1:1

JSS 1:1

Kwara primary 1:1

JSS 1:1

Date achieved 04/24/2006 06/27/2007 06/23/2011

Comments

(incl. %

achievement)

Target achieved (100%) by end of 2010.

Indicator 6 : Schools (98) have upgraded learning facilities including access to sanitation and

potable water by end of project.

Value

(quantitative

or Qualitative)

Few schools with

adequate facilities are

available within

reasonable distance in

targeted LGAs

98 schools

98 schools have

upgraded learning

facilities, including

access to sanitation

and potable water

(640 classrooms

constructed and

upgraded, 720

toilets and 75

boreholes installed)

Date achieved 04/24/2006 06/27/2007 06/23/2011

Comments

(incl. %

achievement)

Targets achieved (100%). Upgraded learning facilities were verified by

independent SDS assessment/CSOs. Other facilities included laboratories,

libraries, and offices.

Indicator 7 : Pupil/classroom ratio reduced to 60:1 in urban primary schools and 40:1 in rural

by 2011 in selected schools.

Value

(quantitative

or Qualitative)

Kaduna PS: 72:1, JSS

49:1

Kano PS 109:1; JSS 83:1

Kwara PS 72:1; JSS 49:1

Kaduna - breakdown of

baseline data into rural

and urban schools not

available.

Kaduna: 60:1 in

urban schools and

40:1 in rural (38

selected schools)

Kano: Primary

40:1, JSS 60:1

Kwara: Primary

34:1; JSS 40:1

Kaduna: 60:1 in

urban basic Educ.

schools, & 40:1 in

rural schools in 38

selected schools

Kano: 40:1 ( pry),

60:1 (JSS)

Kwara: 34:1( pry),

40:1 (JSS)

Date achieved 10/28/2008 10/28/2008 06/23/2011

Comments

(incl. %

achievement)

All targets achieved or exceeded by (100%). (Data available by LGA and

Urban/rural ratios available for Kano and Kwara).

viii

Indicator 8 : Annual Education statistics report produced by EMIS and disseminated to key

stakeholders for planning and monitoring.

Value

(quantitative

or Qualitative)

First report produced

in2004/5 with gaps in

school data.

1 report per year 1 report per year

produced.

Date achieved 07/31/2005 10/28/2008 07/01/2011

Comments

(incl. %

achievement)

Target achieved – 100%.

Indicator 9 : School report cards produced and disseminated annually for school planning and

monitoring by 2008.

Value

(quantitative

or Qualitative)

No EMIS-based report

cards in schools 1 report per year

School Report Card

produced and

disseminated for

2010

Date achieved 04/24/2006 06/27/2007 06/23/2011

Comments

(incl. %

achievement)

Target achieved (100%) only for 2010 and thereafter due to delays in EMIS

development. Verified and confirmed by SDS assessment and CSOs.

Indicator 10 : Education sector analysis produced by 2008 leading to improved strategic

planning and budgeting by EOP

Value

(quantitative

or Qualitative)

Little evidence-based

budgeting and planning.

1 report 1 report

Date achieved 04/24/2007 06/27/2007 06/23/2011

Comments

(incl. %

achievement)

Target achieved (100%) only in 2009 and thereafter due to delays in EMIS dev.

Supported by DfID and confirmed by independent consultant. Education Sector

analysis undertaken regularly in all three states, in conjunction with operational

plans.

Indicator 11 : All primary and JSS schools receive routine "quality assurance inspection,"

resulting in an Annual Education Inspectorate Report.

Value

(quantitative

or Qualitative)

Out of date manual; No

Quality Assurance

inspection reports are not

linked to EMIS.

Target met and

Inspection reports

linked to EMIS in

each LGA

supported by the

Project.

Quality Assurance

Manual available

and used for

inspection regularly

and 100% of

schools inspected,

and related reports

produced.

Date achieved 04/24/2006 06/27/2007 06/23/2011

Comments

(incl. %

achievement)

Target achieved (100%) only in 2010 and thereafter due to delays in technical

assistance. Supported by DfID and routine quality inspection in place in all three

states, and data fed into EMIS, with annual consolidated reports.

Indicator 12 : Required Technical and financial monitoring reports (FMRs) are provided in a

satisfactory and timely manner.

Value

(quantitative

or Qualitative)

OSU staff unfamiliar with

FM and procurement

procedures.

Quarterly technical

and financial

monitoring reports

Quarterly technical

and monitoring

reports provided.

ix

are provided in a

satisfactory and

timely manner.

Date achieved 04/24/2006 06/27/2007 06/23/2011

Comments

(incl. %

achievement)

Quarterly technical and monitoring reports were satisfactory and timely. Target

achieved (100%)

Indicator 13 : Results-Based Framework Monitoring and Evaluation system established by mid

2007 and implemented through the project.

Value

(quantitative

or Qualitative)

Most PSU staff

unfamiliar with M & E

standards and reporting

requirements.

M&E system in

place

Result Framework

based monitoring in

use and

implemented.

Date achieved 04/24/2006 06/27/2007 06/23/2011

Comments

(incl. %

achievement)

Target achieved (100%). After the MTR, the Annual Census of Schools and the

EMIS provided much more solid information, with the SESP Project states as

main examples of good practice for the National EMIS supported by ESSPIN.

G. Ratings of Project Performance in ISRs

No. Date ISR

Archived DO IP

Actual

Disbursements

(USD millions)

1 08/10/2007 Satisfactory Satisfactory 0.00










H. Restructuring (if any)

Restructuring

Date(s)

Board

Approved

PDO Change

ISR Ratings at

Restructuring

Amount

Disbursed at

Restructuring

in USD

millions

Reason for Restructuring &

Key Changes Made DO IP

02/09/2010 S S 27.31

Level-two restructuring

subsequent to November 2009

Mid-Term Review to take

account of the need: (a) for

boosting girls’ education in

x

Restructuring

Date(s)

Board

Approved

PDO Change

ISR Ratings at

Restructuring

Amount

Disbursed at

Restructuring

in USD

millions

Reason for Restructuring &

Key Changes Made DO IP

light of lag in reaching MDG

goals: two pilots introduced: (i)

Conditional Cash Transfer

Program (CCT) to retain girls

in school; and (ii) the Early

Childhood Education Program

to give children a “head start”

before entry into primary schoo

and (b) to re-allocate Credit

proceeds from the unallocated

category (US$20 million) and

savings resulting from lower

textbook and classroom

construction costs than

estimated at appraisal.

I. Disbursement Profile

1

1. Project Context, Development Objectives and Design

1.1 Context at Appraisal

1. Country and Sector Background. In 2007, Nigeria had a population of around 140

million, with a decentralized structure, comprising 36 States and the Federal Capital Territory

(FCT) and 774 Local Government Authorities. Responsibility for the education sector is

generally divided among LGAs (primary), States (Secondary), and the Federal Government

(Tertiary). At the time, Nigeria’s education sector faced a wide array of challenges, mainly

inequitable access; poor education quality and relevance, weak management, planning and

monitoring capacity; and inadequate and inefficient funding. Nigeria was significantly behind

in its goals to achieve universal basic education, with low primary enrollment rates in 2007 of

only 64 percent for boys and 57 percent for girls, and the situation was more severe in low-

income areas and the Northern areas. The magnitude of Nigeria’s educational participation

problem is conveyed by the fact that the Global Monitoring Report for the MDGs estimates that

Nigeria contributes about 30-40 percent of the world’s total number of out-of-school children.

2. Reliable measures of student achievement learning outcomes point to low education

quality with wide differences across the country. The system was characterized by a high level

of unqualified teachers, and a skewed distribution of teachers (fewer female) in favor of urban

areas. As a result, teacher-student ratios varied widely across regions, ranging, for example,

from 1:36 in Kwara State to 1:100 in Kaduna. Policy-making, planning, management and

monitoring suffered from fragmented decision-making compounded by the lack of clarity of

roles and responsibilities across Federal, State and LGA levels, and parastatals. Public

spending on education by the federal government was estimated around 20 percent of total

education expenditures, with the remainder financed mostly by the state and local governments.

Despite increases in public funding for education, the education system suffered from low

internal and external efficiency. These challenges were common across the States of Kaduna,

Kano and Kwara, whose selection was based on the following key criteria: (a) demonstrated

commitment and ownership of the State Governments to the development of the education

sector; (b) quality of the Education Sector Plan; and (c) poor educational indicators.

3. Economic and country context. Educational interventions to address the above issues

were deemed crucial to ensure a higher level of human capital development for effective

service delivery, and catalyzing non-oil growth, along with the need for transparency and

accountability for better governance. This focus became even more important in light of

Nigeria’s young population forming the majority. In 2007, despite being the world sixth largest

exported of oil and relatively good economic growth, its per capita income of less than US$500

positioned Nigeria as one of the poorest countries in the world. Thus, given States and LGAs’

responsibilities for education as mentioned above, the SESP was launched, with a state-based

focus and deeper involvement of LGAs, in recognition of the urgent need to improve the

quality of primary and lower secondary education in the three states as indispensable to

creating a stronger work force. In the context of a renewed emphasis on democracy, the

“whole school” approach was adopted to address education quality through greater school

autonomy and accountability, availability of a larger and qualified teaching force,

2

teaching/learning materials, and management strengthening and capacity-building. SESP,

though, had to operate in a most difficult and highly challenging environment to bring about

educational improvements.

4. Rationale for Bank Assistance. In 2003, the Federal Government adopted a National

Economic Empowerment and Development Strategy (NEEDS), which emphasized educational

reforms as a vital tool for socioeconomic empowerment, followed by a strategy focused on

prioritizing education provision at state level. Accordingly, the SESP was anchored in the

Country Program Strategy (CPS) aiming at accelerating progress towards the key education

MDGs, creating the basis for sustainable development, with emphasis on the areas with low

schooling participation levels, particularly for girls. This was also operationalized in the

education focused objectives of the Bank’s Strategy through the Africa Action Plan. Given its

strong history of involvement in the sector, the Bank was able to lead the SESP, working

closely with other development partners to support state-specific education programs. The

Bank also provided institutional capacity-building at all levels of the federal system,

specifically to improve management, planning, monitoring and evaluation, including learning

assessment. By targeting three of the poorest states in the Northern region, the SESP sought to

create a “test bed” for the implementation of cost-effective quality improvement programs and

activities in basic education (primary and junior secondary) through a “whole school

development” strategy. Thus, the shift in focus to a few states, and devolution of resources

directly to schools, represented a paradigm shift, given the States’ strong leadership, ownership,

and commitment. In addition to basic education, the Bank was also supporting the Government

on design of policy options in areas fundamental to the promotion of economic growth, such as

science and technology education.

1.2 Original Project Development Objectives (PDO) and Key Indicators

5. The project development objective was to improve the quality of basic education

(primary and junior secondary school) in targeted Local Government Areas (LGAs) in

participating states (Kaduna, Kano and Kwara), focusing particularly on the education of girls.

The key outcome indicators agreed between the Government and the World Bank to measure

achievement of this development objective were:

Increased primary completion rates for boys and girls in targeted LGAs;

Increased junior secondary completion rates for boys and girls in targeted LGAs;

Increased transition rates from primary to junior secondary for boys and girls in targeted

LGAs; and

Improved learning conditions in project schools based on 2007 baseline benchmarks.

1.3 Revised PDO (as approved by original approving authority) and Key Indicators, and

reasons/justification

6. There were no revisions to the project development objective.

3

1.4 Main Beneficiaries

7. Based on the project development objective and investment activities, the intended

direct beneficiaries of project financing can be identified as: (a) primary and junior secondary

school-aged children, particularly in remote project LGAs, who would benefit from lower

school-related costs, and more instructional materials, and improved physical learning

environment (about 599,000 children, of which 44 percent girls); (b) junior secondary school-

aged youth, particularly in poor LGAs, who would benefit from increased opportunity to attend

secondary school (about 53,300; of which 34 percent girls); and (c) about 16,240 teachers in

about 1,520 primary and junior secondary schools, 21 LGEAs in the States of Kaduna, Kano

and Kwara targeted on the basis of poverty, demonstrated commitment and ownership in the

education sector, the quality of education sector plans, and poor education indicators, especially

girl’s participation. Indirect project beneficiaries were communities (parents and members of

the school-based management committees, whose children benefited from the improved

learning environment), staff of public agencies at state, local and government levels, who

would benefit from institutional capacity-building activities. For two pilots introduced after the

MTR, the number of direct beneficiaries was about: (i) 10,000 girls under the Conditional

Cash Transfer pilot; and (ii) 1,000 households and 30 personnel who obtained diplomas in ECD

under the Early Childhood Education pilot. Indirect beneficiaries from these pilots included

State, LGA, and school personnel in terms of institutional capacity-building to implement these

pilots.

1.5 Original Components

8. The project had four components: (1) The School Development Scheme in targeted

LGAs; (2) Quality Improvement in Basic Education in targeted LGAs; (3) Institutional

Development; and (4) Project Management, Monitoring and Evaluation.

9. Component 1: The School Development Scheme (US$19.5 million). The objective

was to: (a) empower and support School-Based Management Committees to plan for and

improve teaching, learning, and participation in their schools, especially for girls and the poor;

and (b) provide innovative grants to the SBMCs to help them achieve their improvement plans

within some flexible parameters balancing the need for both improvement in education quality

and the physical learning environment, including a requirement of at least 35 percent of

activities under the annual grant to benefit girls. This component, aimed at decentralizing

resources to schools and communities (SBMCs), adopted a phased approach starting with only

470 schools out of 1,500 as recipients of these grants in the first year. This was determined by

a funding formula, comprising a base amount for all schools and a per-student amount up to a

maximum ceiling. Grants were disbursed directly to schools’ bank accounts. The underlying

principles, guidelines and procedures formed part of an agreed School Development Scheme

Grant Manual (SDSGM). In addition, technical assistance was provided to build capacity

among schools and LGEAs in school development planning, school leadership and

management, and to support implementation of school development plans and grants (including

training in procurement, financial management and accountability).

4

10. Component 2: Quality Improvement in Basic Education in targeted LGAs

(US$32.4 million). The objective was to improve the quality of education by enhancing the

environment for teaching and learning through targeted activities relating to (i) teacher training,

(ii) learning materials and equipment, and (iii) physical facilities (e.g. classrooms, sanitation

and water). The design was such that schools would benefit, depending on needs, either from

all three interventions or the first two. It was expected that these combined activities would

lead to a more coordinated approach to meeting the minimum conditions for a conducive

school learning environment, with appropriately trained teachers, sufficient textbooks and

teaching/learning materials, adequate classroom space, sufficient furniture, adequate water and

sanitation facilities for both boys and girls. The sub-components were:

Sub-component 1: Teacher Professional Development (US$5.34 million). This sub-

component financed activities to: (a) support teachers in implementing the basic

education curriculum, using textbooks and a variety of teaching and assessment methods;

(b) develop professional leadership and mentoring capabilities of head teachers, principals,

and school supervisors; and (c) develop teacher educators’ capacity for effective delivery

and mentoring of teachers in their classrooms. The target for general support in project

LGAs was about 18,900 primary and JSS teachers and head teachers/principals, 8,800 for

training in teacher professional development. This model of school-based in-service

teacher development, supported by mentoring and school visits was to be evaluated by

experienced monitors on in-classroom interaction analysis. Provision was also made for

an annual evaluation study to provide feedback into design and implementation.

Sub-component 2: Textbooks, Instructional Materials and Equipment (US$7.1

million). This sub-component aimed at improving student learning by: (a) improving the

availability of textbooks for students, and teachers’ guides, workbooks and textbooks for

teachers according to agreed ratios; (b) providing supplementary instructional materials

and equipment to primary and junior secondary schools in the targeted LGAs; (c)

strengthening the Textbook Unit or Textbooks and Instructional Materials Unit in each

State; and (d) ensuring adequate, secure and clean storage for books and other

instructional materials. While the focus was on textbook provision, core materials,

instructional materials, including laboratory/science equipment were also procured. In

addition, capacity-building was provided to State Governments’ textbooks and materials

units. Support was also provided to each State in adopting a comprehensive and relevant

textbook policy.

Sub-component 3: Expansion, Rehabilitation and Upgrading of Basic School

Facilities in target LGAs (US$19.98 million). This sub-component supported school

improvements to increase access to quality basic education to the neediest schools in

selected LGAs. Schools with the greatest needs for infrastructure upgrading were

selected for improvements in order to meet the UBEC Minimum Standards for Planning

of Basic Education Infrastructure (June 2006), with some modification to minimize

construction costs and to suit local needs. A total of 98 primary and junior secondary

schools were targeted in 21 LGAs in the three States. The project financed classroom

rehabilitation, additional classrooms in overcrowded schools, toilet blocks for girls and

boys, provision of potable/drinking water to all selected schools by means of boreholes,

5

basic standard school furniture, general science laboratories, and school library, and

office space.

11. Component 3: Institutional Development for Key Functions of the State Ministries

of Education and LGEAs (US$4.98 million). This component aimed at strengthening the

capacity of SMOEs and LGEAs in participating States to plan, manage, and monitor the

delivery of education services. More specifically, the project supported the implementation of

key reforms and capacity development activities, which included: (a) the design and

establishment of an effective education management information system (EMIS) in the SMOEs

and SUBEBs, including the development of the ability of the SMOEs to collect, analyze and

disseminate information related to inputs, processes, outputs and other performance, including

management information systems; (b) the development of policy and planning capacities at the

state and LGA levels, including key policy studies, administration and coordination capacities

of LGEAs and educational leadership at the school level; and (c) reform of the Inspectorate.

Sub-component 1: Strengthening Education Management Information Systems

(EMIS)(US$1.62 million). This sub-component sought to equip the states with an

integrated EMIS system in order to increase organizational efficiency and effectiveness

through data collection and analysis of education data. Support was provided to establish

an EMIS unit, in addition to technical assistance, training equipment, testing and

operationalizing the EMIS in each of the participating States.

Sub-component 2: Capacity Development for Management and Planning (US$1.87

million – financed by DfID). This sub-component aimed at: (a) strengthening strategic

planning, budgeting and financial management; (b) improving staff performance and

teacher recruitment, deployment and management; and (c) improving public

accountability. Activities supported included key policy studies, management training

and establishment of a system/mechanism to publicize education budgets, performance

targets and outputs, and results of inspections and annual education reviews.

Implementation of this sub-component was financed by DfID through parallel financing

arrangements, with joint supervisions with the World Bank.

Sub-component 3: Reform of the Inspectorate (US$1.49 million of which IDA:

US$0.49 million and DfID: US$1 million). Financed activities aimed at revamping the

existing education inspection services and introducing quality inspector standards training.

Other activities included institutional analysis of inspectorate services across each State to

establish a quality assurance inspection system. In addition, workshops were also carried

out to build capacity for inspectors and school supervisors.

12. Component 4: Project Management, Monitoring and Evaluation (US$2.5 million).

This component supported project coordination, management, financial management,

procurement, and monitoring and evaluation, and the implementation of an information

communications strategy.

Sub-component 1: Project Coordination (US$1.36 million). While the SESP was

implemented by the State Ministry of Education in close coordination with the relevant

6

LGEAs, parastatals (e.g. SUBEB, the FMOE, and federal agencies - UBEC, ETF), a

Project Support Unit was established under the SMOE to provide greater project focus.

The project financed investment and non-salary operating costs of the PSU, and an

information and communications strategy to inform the general public about the project’s

activities, to highlight the benefits of education, especially for girls, and to build support

from among key beneficiary/stakeholder groups.

Sub-component 2: Monitoring and Evaluation (US$1.14 million). This sub-

component aimed at supporting the establishment of a robust monitoring and evaluation

system at the State level to monitor and evaluate project outcomes and broader

educational trends. The purpose was two-fold: (a) to monitor and evaluate project

progress and provide continuous feedback to improve performance; and (b) to build the

capacity of the SMOEs to monitor and evaluate progress towards achieving the objectives

of the States’ Education Sector Plans and associated operational plans. A key role of the

SMOEs was to update data regularly to facilitate reporting on key performance indicators

as identified in their Results Framework. This sub-component also financed various

policy and evaluation studies on key education issues such as access, quality, financing,

teacher effectiveness, annual reviews and impact assessments.

1.6 Revised Components

The components were not revised.

1.7 Other significant changes

13. Project Restructuring. The project was formally re-structured and the Credit re-

allocated in October 2010. The restructuring initiated the detailed design process for two

related and innovative pilot projects, to be introduced in Kano State, the poorest of the three

project states. The Early Childhood Education program (approximately US$560,000) was

designed to give children a “head start” before entry to primary school, with measures designed

to improve parenting skills, leading to a more supportive household learning environment.

Under the school development program, the Conditional Cash Transfer Program (CCT) (about

US$1.53 million) was introduced to improve girls’ attendance in basic education and promote

the transition of girls from primary to secondary school, i.e. lowering the risk of dropping out.

14. Both pilots fully reflected the project development objective and the federal

government’s strategy for advancing girls education through CCTs and ECE. They were a

response to the need to be more proactive in addressing girls’ education resulting from the

Human Development Sector Workshop in Abuja, when the need to reach MDG for girls’

education was flagged, where Kano and Northern Nigeria considerably lagged behind.

Additionally, extra funding for the existing School Development Grant Scheme (SDS) was

included, which was made possible by budget space created by the large savings in textbook

and classroom construction costs from adopting World Bank procurement guidelines.

15. The US$20 million unallocated category (plus savings from exchange rate fluctuations

of approximately US$5 million, and the large savings from classroom construction and

7

textbooks) was re-distributed among project components and credit categories through a formal

letter of agreement. This reallocation reflected revised state work plans, which included an

expansion of the SDS, of capacity building and the new pilot programs (CCTs and ECE).

2. Key Factors Affecting Implementation and Outcomes

2.1 Project Preparation, Design and Quality at Entry

16. Detailed project preparation, guided by the shift in 2005 Country Partnership Strategy

(CPS) to “lead states,” took place over 13 months. This approach provided greater focus than

national interventions, given the strong commitment and ownership by States, LGAs, and

schools. Project design was thorough and based on extensive studies and institutional analyses.

While it was not complex, it had to take account of lessons of experience in a sector that had a

poor track record in past Bank operations, and a difficult institutional climate. However, as

pointed out by the Quality of Supervision Assessment, inadequate arrangements were made to

deal with potential timeliness or effectiveness difficulties related to parallel financing. The

Project Development Objective was relevant and appropriate, and the baselines and targets for

components were generally reasonable, though a few of them, including some development

outcome indicators, had to be re-calibrated during implementation on the basis of more reliable

data. This caused initial measurement difficulties of progress against indicators. For example,

there were no baseline data on learning assessment, one of the main development objective

indicators. Technically, the design reflected international good practice, and provided enough

details to ensure smooth implementation by each State. Moreover, the selection criteria for

LGAs and schools were sound focusing on poverty, gender, readiness and willingness to

implement education reforms. The project preparation team had the right skills mix, which is

reflected in the diverse tasks undertaken to meet readiness criteria.

17. A Quality Enhancement Review (QER) carried out in November 2006 endorsed the

state-based approach as potentially viable for improving education in Nigeria, and the project

content, and recognized the process of state-based engagement and ownership. It indicated the

need for greater clarity on the “whole school” approach, particularly how various inputs would

be integrated into packages at school level, and what would be the relationship between

demand-driven school grants and major funding by state governments through centralized

procurement.

18. The project team endeavored to incorporate most of the QER’s recommendations on the

re-formulation of the project development objective in light of what can be realistically

achieved over a period of 3-4 years, strong focus on implementation, with streamlined

responsibilities at all levels, and addressing implementation readiness challenges, except in the

area of monitoring and evaluation. The task team was unable to address weaknesses related to

the results framework, including the availability of baseline data before Board approval,

primarily due to time constraints

19. Lessons reflected in the project design. Key lessons (in Nigeria and from elsewhere)

reflected in the project design included the need for: (a) a realistic assessment of institutional

capacity and level of readiness before project effectiveness; (b) strong leadership, political

8

ownership and commitment to education reforms; (c) the credit amount per State to be

sufficient to have a catalytic effect on implementation of education sector plans; (d) a jointly

agreed results-based M&E system; and (e) availability of technical assistance, given weak

implementation capacity, especially in areas such as project implementation, procurement,

financial management and monitoring and evaluation. In addition, the design included

measures to address issues of delayed implementation in past projects, low disbursements, and

funds cancellation.

20. Risks and their mitigation. The Project Appraisal Document identified important

country, sector and operational risks, with specific mitigation measures. Although the PAD

flagged two systemic risks associated with M&E and technical assistance as lessons, these were

not identified in the risk matrix. Eventually, these two risks did materialize during

implementation. The delayed planned establishment of EMIS had an adverse effect on project

monitoring, as this did not initially enable assessment of progress on key performance

indicators against baseline data. Similarly, delayed technical assistance from DfID parallel

financing affected critical project activities (e.g. capacity-building and M&E) which depended

on technical assistance right from project implementation start-up. These risks were partially

mitigated through IDA funding.

2.2 Implementation

21. The project was implemented as designed, adopting a novel approach, and disbursing

on time (over a three-year period), in spite of initial weak capacity of implementing agencies.

Key factors that affected implementation were delays in project effectiveness (about a year) due

to elections, in timing of initial technical assistance for institutional capacity strengthening, and

in establishment of an M&E system with a credible Educational Management Information

System. Implementation experience shows that: (a) the design proved to be sound; (b) initially,

since the States started from a low-base with no experience with World Bank education

projects, there was a steep learning curve at the outset, especially given delayed technical

assistance; (c) Bank and Project Support Units worked closely in identifying and resolving

problems as a team, which was boosted by regular monthly video-conferencing of the Bank

project team with all three States’ representatives; (d) however, the time it took for

development of the Teacher Management Information System and M&E system became a

handicap to monitoring project progress against project indicators; and (e) in some cases, the

location of toilets posed difficulties in attracting girls to schools in that they were built adjacent

to those of boys, which is culturally unacceptable in certain project LGAs.

22. With regard to CCT and ECE pilots, with hindsight, the design of these pilots had a

flaw in that their duration was too short to enable their full gestation and complete evaluation,

which would have contributed to greater project impact. Since both these pilots were

introduced much after the mid-term review, with the necessary initial preparatory activities to

enable them to be underway, their implementation period was in effect reduced substantially,

resulting in non-completion of desired multiple tranches by the closing date. Nevertheless, it

was envisaged from the outset that the CCT and ECE pilots would continue to form part of

broader interventions beyond this project.

9

2.3 Monitoring and Evaluation (M&E) Design, Implementation and Utilization

23. M&E Design. The project design for M&E was comprehensive, with a full set of

indicators in the PAD. Given the unavailability of reliable baseline data at the time of appraisal,

the project team indicated then that the baseline would be revised subsequently. This caused

difficulties of interpretation at the outset. Some key project indicators could have been fine-

tuned for precision. The QER panel emphasized the importance of finalizing indicators and

baseline data before Board Approval, but this did not materialize due to technical assistance

delays impacting on monitoring and evaluation activities, particularly the need for an updated

baseline

24. At Project Entry. Although systems were in place at State level to generate project

development outcome information, M&E was considered weak at this point. Learning

assessments using Mathematics and Reading Comprehension test scores for learners and

teachers were conducted by the government with support from the World Bank and the DfID

CUBE project. On the other hand, the project depended on information from the EMIS and

Annual School Census for other key performance indicators. The analysis of these data sets

took more than a year to be finalized in Kwara and Kaduna, and about 18 months to finalize in

Kano, and neither LGA- nor school-specific data were readily available at the time, which

made it difficult to assess progress under project components initially. However, the project

undertook significant capacity-building of relevant project officers responsible for M&E, and

began to take steps to establish M&E systems to generate data for project intermediate results

and outputs.

25. At Mid-Term/Project Implementation. M&E systems were still weak, but had

improved from project start-up. Data were available for Kwara and Kaduna, while Kano

worked hard to get the state EMIS data running and to analyze the annual school census of

previous years. Trained state M&E officers were taking responsibilities for data collection.

Following the MTR, the Bank supported the officers to design data summary tools with which

to aggregate data from LGEAs and schools. The M&E officers trained the LGEA desk officers

to use the tools to collect quarterly school reports. At this point, school report cards also

became available and reports were aggregated by the M&E officers. Data from the school

report cards formed the basis for the focus of technical support to schools requiring attention.

The M&E staff in the PSU designed quarterly reporting templates that were used for reporting

and reviewing key performance indicators as well as component outputs from mid-term

onwards. Generally, Bank staff supported the PSU with on-the-job training, mentoring and

follow-up, which led to significant improvement in the quality of monitoring information and

reporting. Eventually, when the analysis of the school census was finalized, reliable data

became available for baseline in the three states for key performance indicators for transition

and completion at primary and JSS levels, as well as for specific LGAs and schools. However,

the needed adjustments to these indicators were not reflected as formal revisions to the project

in the form of restructuring, due to the late stage of implementation. Both the early and closing

period of project implementation was challenging in the face of elections disruptions.

26. At Project Closing. A year before the project closed, three important assessments were

identified as essential for documenting progress towards achieving the PDO, and relating the

10

causal chain of results on the SESP project. These included the School Development Scheme

Assessment, the Learning Assessment and a Teacher Professional Development Assessment.

These assessments were commissioned in March 2011 and conducted by professional local and

international consultants. The reports were produced and validated by key stakeholders during

the last supervision mission in Kaduna. The information in these reports, together with

monitoring information from the EMIS and strategic information from the Annual School

Census, have formed the basis for the results reported.

27. M&E utilization. Initially, the delay in developing the system of data collection and

analysis prevented any meaningful use, the more so to monitor key project performance

indicators. However, when more data became available after the MTR, project supervision was

more guided by the tracking of project performance against these indicators. In fact, in each of

these states educational statistics reports were produced after the MTR, in addition to Census

reports, which also provided a basis for the national publication of census reports for education

policy dialogue.

2.4 Safeguard and Fiduciary Compliance

28. Environment and Social. There were no major issues concerning the Bank’s

safeguards policy. Project activities were undertaken at existing sites and structures, and there

was no land acquisition or resettlement. ISRs consistently rated the project as satisfactory for

overall compliance with applicable operational policies. There were no significant deviations

or waivers from Bank safeguards and fiduciary policies and procedures during project

implementation.

29. Financial Management. Acceptable financial management arrangements were

maintained during project implementation except the setting up of FMU for Kano State.

Discrepancies were corrected promptly. All annual financial statements were submitted on

time and received unqualified opinions, and there were no outstanding financial reports. ISRs

consistently rated the project as satisfactory for overall compliance with applicable operational

policies.

30. Procurement. Although procurement risk was rated as “substantial “at entry,

procurement performance was satisfactory throughout implementation. There was effective

dialogue with the implementing institution to address procurement issues. The regular monthly

monitoring meetings contributed to resolution of issues promptly.

2.5 Post-completion Operation/Next Phase

31. Institutional. All three States and participating LGAs and school have benefited

substantially in terms of capacity-building. Trained human resources will continue to be

available at all these levels, including school-based committees. The concerned state

Governments will continue improve upon their education sector plans and education strategies,

based on the lessons of implementation experience, which will include the funding of the

various systems built in the education sector. Some of them have gone further in terms of

11

implementing key project activities through their own funding, as institutionalized under their

medium-term expenditure framework.

32. More specifically, after project closing, the post-completion operation, including the

CCT was mainstreamed within the State Ministries of Education and the State Universal Basic

Education Board, with trained resources, equipment and logistics. The Kano State Government

has embarked on complementary activities such as school feeding, and free uniforms to sustain

efforts of CCT and ECE in order to increase primary education enrollment and completion for

girls. The establishment of Quality Assurance Bureaus, staffed with qualified personnel, will

sustain efforts towards improving education quality. In addition, operational costs and

maintenance will be sustained through budget lines of respective States. Regarding CCT, a

follow-up World-Bank supported project will incorporate the implementation experience of the

CCT pilot in a broader CCT multi-sectoral program. Furthermore, these States continue to

benefit from technical assistance from the Federal component of ongoing and pipeline World

Bank projects (such as the Lagos Eko Project, the Community and Social Development Project,

and Youth Employment and Social Support Project) as well as those supported by other

development partners, including DfID and UNICEF. Hence, the risk to ensuring sustainability

of project development outcomes will be minimized.

3. Assessment of Outcomes

3.1 Relevance of Objectives, Design and Implementation

33. Relevance of Objectives. The project, as designed and implemented, addresses key

development priorities that remain highly relevant to Nigeria today. The Government’s

National Economic Empowerment and Development Strategy (NEEDS) aims to overhaul the

education sector, and promote quality education for life skills acquisition, job creation and

poverty eradication. The project’s objective was strategically relevant and appropriate, and

fully consistent with this objective, and was aligned with the Bank’s Country Partnership

Strategy, in that it addressed the issues of education quality and access in poor LGAs in three

northern states, with particular emphasis on girls’ participation and retention. The focus on

requiring improvement of the quality of learning environment through greater community

involvement and ownership was appropriate. Equally important, was the focus on girls in the

north of Nigeria, such as Kaduna and Kano States, which account disproportionately for high

rates of non-participation in schools, and thereby hampering progress towards the Millennium

Development Goals. Thus, the relevance of objectives is rated high.

34. Relevance of Design and Implementation. In light of the fragmented institutional

environment in the education sector, project design was appropriate, reflecting international

good practice and based on sound analytical studies and detailed implementation plans. All

four components were appropriately linked to the project objective, and purported to bring

about substantial educational gains, through policy reforms, school-level leadership,

management and accountability, improved learning environment, institutional capacity-

building, and monitoring and evaluation. The decision to cover only three States was

innovative and realistic in that it provided for: (a) greater focus (than would have been

12

obtained under a national project), especially considering the limited capacity of states to meet

educational goals; and (b) a sizeable amount of funding for greater effectiveness. The design of

the implementation structure and institutional arrangements was sound, with a focus at state,

LGA and school levels. In addition, it was grounded on: (i) wide stakeholder consultation; (ii)

rigorous analysis of the education sector in Nigeria, and the participating states; (iii) detailed

analysis for selection of project LGAs; and (iv) public expenditures reviews for these states.

The Quality of Supervision Assessment viewed the overall design as realistic, sound, and

particularly relevant in light of the context of the education sector in Nigeria.

35. In retrospect, some challenges that could have been addressed more fully pertained to

national coordination, the design for monitoring and evaluation, with clear steps of how this

activity would be done. Moreover, the untimely availability of technical assistance and delayed

implementation of activities supported by DfID, especially the EMIS also adversely impacted

initial implementation. In essence, the design was unable to mitigate fully the risk associated

with the DfID partnership. Also, though to a lesser degree, the design of the CCT pilot ought

to have taken into account the severe timing constraint posed by the original project closing

date.

36. These challenges notwithstanding, the core of the project design has remained highly

relevant, and did not require any significant structural changes other than necessary

adjustments to address implementation challenges. In sum, the strengths outweigh the

shortcomings, and therefore, on balance the design relevance is rated Substantial.

37. Based on a relevance rating of high for objectives and substantial for design and

implementation, the overall relevance is rated Substantial.

3.2 Achievement of Project Development Objectives

38. Overall, the project outcome and achievement of objective were Moderately

Satisfactory. The project achieved two notable results: (a) increased school autonomy and

accountability through direct funding based on approved School Development Plans, coupled

with renewed community participation; and (b) increased focus and capacity at sub-national

levels for education service delivery, through the adoption of innovative and flexible

approaches (e.g. the whole school approach), and key state-level policy reforms in educational

planning, education quality assurance, and textbook provision. Given their diverse contexts,

there were differences in performance among the States. Key achievements relate to the

remarkable success of decentralizing funding to schools and girls’ participation. The following

describes briefly the project achievements (see Annex 2, Outputs by Component).

39. The project development objective was to: improve the quality of basic education in

targeted Local Government Areas (LGAs) in the participating States focusing particularly on

girls’ participation. The project development objective was to be measured by the following

outcome indicators (performance against these is described in detail below):

Increased primary completion rates for boys and girls in targeted LGAs;

13

22.4

54 50

28.5

75.9

55

41

55 50 52

84

57

65.2 68.4

51.2

79.2 84

53.8

0

10

20

30

40

50

60

70

80

90

KadunaGirls

KanoGirls

KwaraGirls

KadunaBoys

KanoBoys

KwaraBoys

Chart 1 - Primary Completion Rates (Percent)

Target State Project LGAs

Annual School Census data 2010 .

Increased junior secondary completion rates for boys and girls in targeted LGAs;

Increased transition rates from primary to junior secondary for boys and girls in targeted

LGAs; and

Improved learning conditions in project schools based on 2007 baseline benchmarks.

(1) Increased primary completion rates for boys and girls in targeted LGAs

40. The project targeted a five percent increase in the primary completion rates from

baseline by the end of the project in targeted LGAs.

41. Chart 1 shows a comparison

of performance by the three States

and their respective Project LGAs

against the end-of-project primary

completion rate targets, based on

Annual School Census data. It

indicates that all three States met or

exceeded the state targets for both

boys and girls. Equally, Project

LGAs in all three States met or

exceeded the targets, except for

boys in Kwara (it is to be noted that

in the absence of LGA-specific

baseline, the same State targets are

used). Project-LGA data show

substantial improvements for girls

in both Kaduna (tripling the state

target) and Kano (an increase of 27 percent over the state target), over and above than the

corresponding state figures. Moreover, the data show that girl-boy parity improved for both

state and project LGAs over the baseline. However, project LGA results were higher than

those of the states (46.3 percent versus 43.5 percent against the state baseline of 41.8 percent).

When compared with available state data for 2010 on percentage of girls’ enrolment in JSS

schools in Kaduna, Kano and Kwara, project LGA data show higher girl-boy parity (45.2

percent versus 41.8 percent, 44.9 percent versus 35.1 percent, and 48.8 percent versus 46.7

percent, respectively) (Nigeria Digest of Education Statistics 2006-2010). This indicates that

more girls are attending and completing primary education in project LGAs, largely attributable

to the project, given its focus on supporting the state governments’ education sector plans,

particularly girls, and little overlap of other programs in project LGAs. Regarding whether the

targeted increase of five percent in the completion rate was realistic, the QSA panel re-

emphasized that a five percent improvement in completion as well as transition rates over the

project life was unrealistic, and recommended a downward revision. Given the elapsed time,

new expectations on the project being able to meet completion rates, and the heterogeneity of

project LGAs, this recommendation was not activated.

42. In view of the above primary completion rates for Project LGAs (higher than state

averages in four out of six sub-targets, especially for girls), a minor shortcoming for Kwara

14

boys, and a higher girl-boy parity than the states, overall achievement for this indicator is rated

Satisfactory.

(2) Increased junior secondary completion rates for boys and girls in targeted LGAs

43. The project targeted a five percent increase in the Junior Secondary School (JSS)

completion rates from baseline by the end of the project.


of performance by the three States

and their respective Project LGAs

against the end-of-project JSS

completion rate targets, based on

Annual School Census data. Targets

for JSS completion rates were fully

achieved for boys and girls in all the

three states, except for Kano girls.

In contrast, the data show that

Project LGAs in all three States

achieved consistently above State

averages, with notable performance

for girls. Moreover, the data show

that girl-boy parity improved for

both state and project LGAs over the baseline. However, project LGA results were higher than

those of the states (38.7 percent versus 36.3 percent against the state baseline of 35.8 percent).

The data also show that Kano (Girls) experienced the biggest increase. This could be explained

by the fact that the Kano government increased its focus on girls’ education. Comparative

national data are unavailable. On attribution of results, it may well be that the Universal Basic

Education Commission’s complementary programs have contributed as well. Nevertheless, the

data comprehensively show greater improvement by project LGAs than the respective States.

In terms of realism of targets, the same explanation applies as under Indicator 1 above.

45. On balance, given the positive achievement against all sub-targets for project LGAs,

and the states’ relatively high completion performance for girls, and improvements in girl-boy

parity the overall achievement against the targets is rated Satisfactory.

(3) Increased transition rates from primary to junior secondary for girls and boys in

targeted LGAs

46. The project targeted a five percent increase in the Junior Secondary School (JSS)

completion rates from baseline by the end of the project in targeted LGAs.

12 10

45

15

25

39 34.16

8.67

54 46.16

36.09

61 53.6

64.6 69.2

64.6

45.7

77.2

0102030405060708090

KadunaGirls

KanoGirls

KwaraGirls

KadunaBoys

KanoBoys

KwaraBoys

Chart 2 - JSS Completion Rates (Percent )


Annual School Census data 2010 .

15

47. Chart 3 shows a

comparison of performance by

the three States and their

respective Project LGAs

against the end-of-project State

transition rate targets, based on

Annual School Census data.

The targets for transition rates

from Primary to Junior

Secondary School were only

achieved in Kwara for both

boys and girls (by an increase

of 58 and 46 percent,

respectively). Kaduna and

Kano underachieved for both

boys and girls, though the

underachievement was more

pronounced for boys than for girls. It is worth noting that although primary completion rates

increased for both Kaduna and Kano, access to secondary schooling was a major bottleneck to

improving transition from primary to secondary education, which is a factor outside the control

of the project. In general, given that project LGAs were mostly rural, they faced greater access

difficulties to JSS than other LGAs. In addition, the government’s State Universal Basic

Education complementary program for additional classrooms at JSS did not materialize as

planned. This problem of access to JSS was more pronounced for Kano. A study supports the

finding of limited access to schools in Northern Nigeria, where it is found that in the Northern

regions between 40-70 percent of pupils attend schools their parents or guardians consider to be

overcrowded, compared with 18-28 percent in the Southern regions (Nigeria – DHS EdData

Survey 2010). As explained under Indicator 3 above, the targets applied to project LGAs were

probably unrealistic in the case of Kaduna and Kano.

48. In the circumstances, and given that only two out of the six sub-targets have been met,

the overall achievement against the targets is rated Moderately Unsatisfactory.

(4) Improved teaching and learning conditions in target schools based on 2007 baseline

benchmarks

49. The assessment of achievement against this indicator poses some difficulties since the

PAD does not contain baseline data and an end-of-project target, but indicates that benchmarks

will be set before project effectiveness. Before delving into the analysis, it is important to note

that the project design called for a “whole school” approach, focused on demand-driven school

interventions for improving teaching and learning in target schools (for example, development

of school development plans, school-based in-service teacher training, decentralized

infrastructure development, and provision of teaching/learning materials. Thus, it was

unrealistic to use tests results as the only measurement of progress against this outcome

indicator, particularly given the focus on poor or remote LGAs, especially girls. More

54

30

43

64 55

49 52

25

59 51

46

59 49

23

93

54 46

86

0

20

40

60

80

100

KadunaGirls

KanoGirls

KwaraGirls

KadunaBoys

KanoBoys

KwaraBoys

Chart 3 - Transition Rates (Percent)


Annual Census data 2010 .

16

appropriate, would have been a combination of learning assessment together with an

assessment of intermediate outcome indicators relating to improvements in education quality

inputs associated with the “whole school” approach, such as improved physical learning

environment, especially targeting girls, improved access to teaching/learning materials,

teaching methods, teacher/student ratios, textbook:student ratios. As indicated under

“Achievement of Intermediate Outcome Indicators” below, all the targets were met or exceeded,

with minor shortcomings in a few areas.

50. Another issue relates to the question of the Quality Enhancement Review Panel as to

whether it was realistic to expect project support in a 3-4 year timeframe to have a measurable

impact on improved learning outcomes during the project life, given that evidence from Bank-

funded projects in countries with a similar level of development to Nigeria points to the

contrary. Further, the Quality of Supervision Assessment recommended revisions to show a

concrete measurement of performance in improving teaching and learning conditions. After

the MTR, the task team had revised this indicator and targets by introducing testing for Grades

4 and 6 in Reading and Mathematics.

51. Notwithstanding the above,

the following describes the

achievement of project LGAs

against learning outcome indicators

for both Reading and Mathematics

(as subsequently framed by the task

team). Chart 4 shows a comparison

of performance by Project LGAs

against the end-of-project targets

for Reading, based on Annual

School Census data. Apart from

substantial gains in Kwara Grade 4

and Kaduna Grade 6, all other data

show underachievement, though by

a small margin for Kaduna Grade 4.

No comparative study is available.

Nevertheless, a similar study on

Teacher Professional Development and Learning Outcomes points to mixed results for both

Grades 4 and 6, with relatively low learning levels (especially for Kwara Grade 6), but

significant improvement over baseline in reading comprehension levels (TPD study, June 2011

– see Annex 9). Considering that only two out of six sub-targets were met, the overall

achievement for Reading is rated Moderately Unsatisfactory.

26.4

19.7

7.3

15

29.7

18.6

25.81

8

43.6 45.64

11.05 7.9

05

101520253035404550

Kaduna Gr.4

Kano Gr. 4 Kwara Gr. 4 Kaduna Gr.6

Kano Gr. 6 Kwara Gr. 6

Chart 4 - Reading - Grades 4 & 6 (LGA-Specific) (Percent)

Baseline Project LGAs

Annual Census data 2010 . Annual Census data 2010 .

17


of performance by Project LGAs

against the end-of-project targets for

Mathematics, based on Annual

School Census data. Apart from for

substantial gains for Kaduna Grades

4 and 6, all other data show modest

increases, except for an

underachievement for Kwara Grade

4. While no comparative study is

available, the TPD study shows

relatively low learning levels for

both Grades 4 and 6, but significant

improvement over baseline in

Mathematics, though with relatively

low lower performance in Kwara

(TPD study, June 2011 – see Annex 9). Even taking into account project LGAs’ context, it

seems that the states are performing less well in numeracy, especially Kano and Kwara. On

balance, based on an achievement of five out of the six sub-targets, the overall achievement for

Mathematics is rated Satisfactory.

53. To summarize, taking into account the explanations given above on assessment of

improvement in teaching/learning conditions, and based on an achievement rating of

moderately unsatisfactory for Reading and a rating of satisfactory for Mathematics, the

combined overall achievement for Reading and Mathematics for Grades 4 and 6 is rated

Moderately Satisfactory.

54. Achievement of Intermediate Outcome Indicators. In addition to the above outcome

indicators, project data show that all intermediate outcome indicator targets were achieved,

though with minor shortcomings in some (see Annex 2). Key achievements, in line with the

“whole school” approach include: (a) the ability of all SBMCs to develop school plans for

improving teaching/learning over time; (b) vastly improved pupil:book and teacher:book ratios

(to 1:1 against targets of 3:1 in most cases, except in Kano which met the target); (c) the

distribution of lower-cost textbooks; (d) the decline in shortfall of qualified teachers; (e)

improved rural/urban pupil:classroom ratios; and (f) the increase in schools with upgraded

learning facilities, including sanitation and potable water. As a result of better learning

conditions, enrolment (especially girls) and teacher attendance increased. For example, the

assessment for the School Development Scheme reveals that between 2008-2010 whilst boys’

enrolment rate remained constant (around 15 percent) in both project and non-project LGAs in

Kano, girls’ enrolment rate were higher in project than non-project LGAs (18.2 percent

compared with 14.7 percent). This is supported by community members who claim that

schools supported by grants were able to attract more girls to schools.

55. The four project components were directly linked to the PDO, and contributed

accordingly. Under Component 1 – School Development Scheme, a remarkable achievement

8.7 5.6

8.4 4.8 6.4

8.9

42.16

10.15

5.02

37.1

8.71 9.7

05

1015202530354045

Kaduna Gr.4

Kano Gr. 4 Kwara Gr.4

Kaduna Gr.6

Kano Gr. 6 Kwara Gr.6

Chart 5 - Maths - Grades 4 & 6 (LGA-Specific) (Percent)

Baseline Project LGAs

Annual Census data 2010 .

18

was the institutionalization of decentralized funding to schools based on approved school

development plans, with key support from the local government administrators and Ministry of

Education support teams. Component 2 was instrumental in improving the learning

environment and education quality through decentralized in-service teacher training, provision

of teaching and learning materials, and selective infrastructure development. Under

Component 3, improved institutional capacity has enabled state education officials to better

plan, manage, implement and monitor educational activities, as evidenced by the production by

states of medium-term budgeting system, education sector plans, annual school census reports,

and quality assurance reports. Although implementation of activities under Component 4 was

slow initially, project management and monitoring and evaluation capacity in each of the three

States were strengthened substantially with improved coordination, as evidenced by signing of

Memoranda of Understanding by stakeholders to ensure better education service delivery, the

ability of the State Ministry of Education to coordinate educational activities across all

concerned agencies, improvements in accountability and reporting, and application of

knowledge gains from the project’s capacity-building activities.

56. Conditional Cash Transfer Programs Pilot. The Cash Transfer Programs Pilot in

Kano State targeted some 12,000 girls (out of which 11,000 were eligible) to attract and retain

them in school. Key preliminary findings of an impact evaluation study suggest large

enrolment and attendance impacts of CCTs for girls in Northern Nigeria, with variations across

grades, geographical areas, and type of schools. Grade six beneficiaries show the largest gains,

equivalent to about 14 percent of control attendance rates (61 percent for control group versus

69 percent for CCT girls). Moreover, the amount of transfer seems to matter for attendance

(the unit cost per child needs to be sufficient to offset part or whole of the opportunity cost to

attract and retain girls in school). Also, supply at JSS level appears to be a limiting factor to

attract more girls, since the construction of additional classrooms in Kano state has not kept

pace with demand for spaces in JSS.

57. Early Childhood Education Pilot. The ECD pilot undertaken in project LGAs in all

three States reached about 1,000 households. It enabled 30 personnel to obtain international

diplomas in Early Childhood Development. In addition, ECD personnel capacity improved

through interaction in international workshops and study visits.

58. On the whole, the project development achievement is on balance rated Moderately

Satisfactory, given a substantial rating for both Outcome Indicators (1) and (2) on completion

rates, a modest rating for Indicator (3) on transition rates, a substantial rating for Indicator (4)

on learning assessment, together with the achievement of all key intermediate outcome

indicator targets, albeit with minor shortcomings.

3.3 Efficiency

59. The costs involved in achieving project objectives were reasonable in comparison with

both the benefits and value for money. The project involved approximately US$65 million

equivalent in IDA funds, $1.7 million in DfID funds, complemented by local communities both

in kind and cash. Efficiency in terms of the SESP project’s IDA components has been

19

examined in three ways: allocative efficiency, efficiency of procurement approach, and cost

efficiency analysis (unit cost comparison). In terms of allocative efficiency, the adoption of

school development plans under Component 1 as a vehicle for support to schools yielded

positive results with increased community participation and ownership, as well as competition

for school funding. Not only infrastructure costs were lower, but field observations have

shown that the quality of infrastructure improved. Similarly, the project secured greater

efficiencies through its procurement approach of transferring responsibility for procurement of

small-scale infrastructure to local actors under participatory and transparent community

contracting systems. With the devolution of greater decision-making at school level, supported

by institutional building at state and LGA levels, coupled with higher completion rates (i.e.

fewer drop-outs) at both primary and junior secondary levels, it can be reasonably assumed that

the project has contributed to greater internal efficiency in the education sector of the three

States. Other efficiencies resulting from a competitive process in areas such as textbook

contracting and infrastructure-building were also accomplished, as acknowledged by the

Quality of Supervision Assessment (April 2010). It is to be noted though that the increase in

project management costs reflects costs of the CCT and ECD pilots (about US$2 million).

Specific examples of how greater efficiency was achieved are described below.

60. First, successful tendering process (ICB and NCB) resulted in substantial cost savings.

The textbook and infrastructure procurement demonstrated the benefits of a competitive

process with real cost effectiveness in both the savings generated (up to 40 percent versus

projected cost of school construction and textbooks) and the evident quality improvements.

The savings (about 40 percent) were used to procure additional textbooks and helped two states

achieve a 1:1 textbook ratio in core subjects for all targeted LGAs (the exception was Kano

which began and ended the project with the weakest procurement capacity, as noted by the

Bank procurement unit in Abuja).

61. Second, there were cost savings in civil works activities in all the three states. For

example, Kano bids were US$7.9 million; down from an estimated US$9 million. Table 1

below shows a comparison of unit costs in Naira of infrastructure (in line with government

norms) for the government and for the project in the three States. The bulk of infrastructure

related to classroom construction (about 50 percent) and to toilet installations (30 percent).

Classroom unit costs show lower costs for Kaduna and Kano, resulting in savings of 6 percent

and 73 percent, respectively. For Kwara, if the unit cost is discounted to net out the head

teacher office cost, the resulting unit cost will also be lower. Toilet costs were lower for the

project in Kaduna and Kwara, but higher in Kano (the difference could be in material quality,

transportation costs or technical). In general, unit cost comparison for other categories of

construction shows savings by project as opposed to government costs. Most of the savings

were spent on additional bore holes and toilets. Overall, net savings in project accrued over

government costs for infrastructure development across the categories in the table, except in

two cases (Kaduna furniture and Kano toilets).

20

62. Third, given the costs saved in not establishing a specialized institution for the

innovative approach to in-service teacher training, not to mention the attendant recurrent costs

implications, the outsourcing of in-service training is likely to have resulted in substantial

savings as well. Fourth, though this cannot be quantified, institutional capacity-building has

contributed substantially to improving systems efficiency. Additionally, savings in M&E

reflect the decision to outsource monitoring activities, using a decentralized approach, through

multi-tier monitoring by LGAs, schools, and independent monitors.

63. Considering efficiency gains in textbook production and distribution, infrastructure,

in-service training, no project cost overruns, coupled with the fact that the project was

completed within its planned implementation period and total project cost, the overall

efficiency rating is Substantial.

3.4 Justification of Overall Outcome Rating

64. The overall project outcome rating is Moderately Satisfactory, based on a rating of

Substantial overall for relevance, PDO achievement, and efficiency.

Govt. Project % diff. Govt. Project % diff. Govt. Project % diff.

Construction type

Classrooms /b 2,662.0 2,510.1 -6% 4,594.2 2,661.6 -73% 2,400.0 2,447.4 2%

Toilets ( VIPs) 450.0 269.8 -67% 166.3 279.3 40% 1,500.0 512.2 -193%

Furniture 15.0 20.4 26% 16.0 15.4 -4% 45.0 14.9 -203%

Boreholes 1,318.2 983.4 -34% 1,083.3 612.9 -77% 1,500.0 600.0 -150%

Library - - - 6,205.4 4,895.2 -27% 3,800.0 2,309.1 -65%

Admin Block - - - - - - 4,101.5 2,860.0 -43%

Laboratory /c - - - 6,038.7 6,592.5 8% 2,766.7 2,730.4 -1%

Sources: Policy Research and Statistics, Ministry of Education in Kaduna, Kano and Kwara.

Kaduna: State Universal Basic Education Board and Water Resources Ministry

Kano: State Universal Basic Education Board and Physical Planning Department, MoE.

a/ Normalized to take account of differences in size.

b/ NOTE: Kaduna: Government classrooms uses timber roof trusses, whereas project uses steel roof trusses.

Kano: Government classrooms uses wood rafter, whereas project uses iron rafters.

Kwara: Same material is used, but project classroom construction includes Head Master's Office.

c/ For Kano, Government Library and Admin Block uses wood rafter, whereas project uses iron rafters.

Table 1: INFRASTRUCTURE DEVELOPMENT - Unit cost comparison /a

(in Thousand Naira)

Kaduna / Kano Kwara

21

3.5 Overarching Themes, Other Outcomes and Impacts

(a) Poverty Impacts, Gender Aspects, and Social Development.

65. The project addressed the needs of a majority poor population, addressing cultural and

income barriers to schooling, giving special attention to low income, rural girls. In the new

climate of decentralized, popular participation in development, communities in the selected

LGEAs were empowered to take greater control over their schools, learning about problems

and working to resolve them. Data indicate that there was a huge rise in project completion

rates for girls for both primary and JSS. From a state-level data perspective, compared with

baseline data, increases in primary completion rates for girls were 136 percent in Kaduna, 41

percent in Kano, and 14 percent in Kwara. Similarly, increases in JSS completion rates from

girls were 388 percent in Kaduna, 210 percent in Kano, and 35 percent in Kwara. LGA-

specific data show much higher increases for girls, especially in Kaduna and Kano, two areas

with substantially low completion rates. On social aspects, given the focus of the project on

poor LGAs, the participation of the communities in school level management through school-

based management committees has shown tremendous success, especially in the innovative

approach of decentralizing funding to schools for education quality improvements. Moreover,

positive spillover effects occurred in that in many cases community participation in

participating LGAs was revived from involvement in school level management activities.

(b) Institutional Change/Strengthening

66. Major functions of the state education ministries benefited from capacity building.

They include (i) the foundations of an in-service training program for teachers and principals,

with tested training materials (although the performance of the out-sourced service provides has

not been assessed); (ii) the reform of the inspectorate, now operational in Kwara and being

legislated in Kaduna and Kano; and (iii) the development of a comprehensive EMIS, permitting

the institutionalization of sector plans, medium term strategies and annual performance reviews.

(c) Other Unintended Outcomes and Impacts (positive or negative)

67. An unexpected positive outcome has been the revival of community participation and

ownership not only in school activities but also in other areas as well. Field observations

indicate a high level of ownership by communities, and a number of community mobilization

activities in schools such as parents’ assembly, and organization of school events, and school

environmental improvements (landscaping, tree planting, etc.), as well as social activities.

3.6 Summary of Findings of Beneficiary Survey and/or Stakeholder Workshops

68. An independent assessment of The School Development Scheme was undertaken, based

on 20-30 percent sample of all SESP schools in all participating LGAs in the three states (24

percent in Kano, 30 percent in Kwara and Kaduna). Key results are summarized below. In all

the SESP schools visited, all the schools (100 percent) have established SBMCs, developed

school development plan, followed and used the approved guidelines, and opened an account at

an approved bank.

22

69. In all the schools visited, it was confirmed that training had been carried out for SBMC

on school development planning; Head Teachers and Principals on Leadership and Financial

Management Training, LGEA Desk officers and core team members on grant

review/endorsement. More than 50 percent of the schools used the grant for classroom

renovation, furniture for classroom and less than 10 percent for quality inputs. In particular,

more than 20 percent of the participating schools used the grant for additional girls’ toilets (in

particular, 20 percent in Kano and 29 percent in Kaduna). Perceived effectiveness of the

schools grant by beneficiaries could be attributed to a sense of community involvement and

ownership. The Parents/Teachers’ Association also embraced and appreciated the SBMC

approach to ensure openness, accountability at the school level. Assessment of physical

conditions, showed remarkable improvements from baseline. Students were found to be using

textbooks in classrooms. It was also confirmed that teachers were trained.

70. Stakeholder’s workshops. Participants in these workshops comprised state and LGEA

representatives such as, village head, community members, religious leaders, teachers, farmers,

traders, PTA and SBMC members. Other participants included representatives from federal

and state organizations, education parastatals/agencies including UBEC, civil society and

NGOs. Stakeholders’ feedback was generally positive. They commended the leadership and

effective coordination/support within the Ministries of education. Almost all the relevant

stakeholders were trained, but they requested continuous training program to sustain their

capacity. Feedback received indicated that a Federal component should always be part of the

Bank’s project in the education sector especially to align state support to the national education

sector strategy and framework. Project activities should be mainstreamed in the government

budget at federal, state and LGAs level. The SDS is seen to improve openness, transparency

and accountability. This could provide a strong platform for demanding improvement in

learning outcomes at school level (see Annex 4).

4. Assessment of Risk to Development Outcome Rating: Overall Assessment. The risk is moderate.

71. Risk to Objectives. As discussed in section 2.5, the project developed institutional

capacity, provided equipment and facilities, and established Educational Management

Information Systems and Quality Assurance Systems. These institutional mechanisms and

facilities should help the Governments of the three participating States to sustain development

outcomes. Most of the operational activities and systems have been mainstreamed within the

State Ministries of Education and the State Universal Basic Education Boards, which reflect a

major achievement impacting reduced risks to development outcomes. Hence, it is likely that

the concerned Governments will sustain project gains, especially with improved technical

capacity, and functional school-based management committees in all schools.

72. Sustainability. Low budgets and poor budget execution were seen as a substantial risk,

with better planning and capacity building at the state and LGEA levels were seen as mitigating

factors. State, LGEA, and school level capacity for planning, implementation, and monitoring

has improved substantially. The risk to sustainability is moderate.

23

73. Changing government commitment to reform was also seen as a substantial risk in

the light of the imminent 2007 election. As it was, commitment to economic and social

reforms strengthened prior to the elections and stakeholders were strong supporters of the SESP

policies and investments. During the ICRR mission, commissioners of education and principal

secretaries in all three States did express their continued commitment and support to basic

education. The risk level remains moderate to substantial.

74. Lack of a clear division of responsibilities and weak coordination were seen as

moderate risks. In fact, the state coordination units performed generally well, despite some

continuing lack of capacity in financial management and organization in Kano (CCTs). The

reform of the inspectorate in Kwara is a major step toward the quality assurance of education.

75. It has harmonized the work of the various entities, with oversight over education and is

keeping the public informed. Legislation in the two other states will soon permit the same

progress. State commissioners and principal secretaries have shown leadership and have

worked to solve operational problems. The capacity of the SUBEBs may be overstretched in

term of span of control, timely technical advice and in terms of procurement. Institutional

audits of capacity, technical and financial management and governance should be implemented

to permit the generalization of reform on the ground. Given the increased pressures likely to be

created by scaling-up of SESP programs, there continue to be moderate risks, if institutional,

financial and technical audits are not conducted.

76. Poor governance was estimated to be a modest risk. The new CCT scheme might have

been expected to suffer some “leakage”, as might have the school grants. The CCT impact

assessment found little evidence of leakage and stakeholders checked the accounts books which

were well kept by SMBCs visited by the ICRR mission. The state governor’s inquiry

confirmed these findings. The risk remains moderate, with the proviso that scaling-up might

change the situation, requiring strong safeguards.

Risk to Component Results.

77. Lack of knowledge in procurement and financial management was rated a

substantial risk. In fact all three state implementation teams grew on the job, with Kwara

emerging as fully competent to oversee a scaling-up of operations. Kano, coming from a low

base, still faces challenges in financial management and operations and maintenance.

Mitigating factors included strong back-stopping by the Abuja office and on-site advice from

the ESSPIN teams located side-by-side with the project coordinators. Training was on tap to

meet common state upgrading needs. A moderate risk, providing continuity in PSU staffing,

with regular in-service training, is maintained.

78. A lack of incentives for and ownership by the key implementing units was expected to

be a substantial risk. This was not the case for the PSUs. However, at the school level pay

and incentives remain an issue with regard to school principals, while teacher absenteeism is a

pervasive problem. The risk is moderate.

24

79. Overall coordination was also seen as a substantial risk factor. While capacity-

building and robust operational manuals built on a matrix of responsibility have had a

mitigating effect, there remain coordination difficulties between the PSUs and the SUBEBS

and between the federal level and the states. Federal projects appear poorly integrated with the

SESP and the coordinating committee designed to bring the state and federal levels together

was never created. The risk is moderate.

80. Timeliness of technical assistance affecting implementation was seen as a modest risk.

General technical assistance has been quite effective in many key activities. Nevertheless,

while substantial efforts were made to mitigate this risk, a difficult challenge related to the

timely availability of technical assistance for EMIS. The risk is moderate.

5. Assessment of Bank and Borrower Performance

5.1 Bank Performance

(a) Bank Performance in Ensuring Quality at Entry

81. Bank’s performance was Satisfactory. The team that provided assistance in preparation

included members involved in Bank-supported projects in Nigeria, which ensured continuity.

The experienced team comprised members with an appropriate skill-mix in all missions. The

wide, intensive, consultative preparation process was appreciated by senior government

officials, which ensured strong borrower ownership, particularly at State level, where the

responsibility for implementation would lie. The task team was cognizant of the challenges in

adopting a novel approach focusing on decentralizing of funding directly to the school level,

entailing a steep learning curve for key stakeholders at that level and intensive capacity-

building and handholding. The role played by key stakeholders during preparation proved to

be of utmost benefit. Before pre-appraisal the team sought advice from a Quality Enhancement

Review panel, whose contribution was instrumental in improving upon project design.

82. The Bank team ensured professional quality in preparation technical assistance.

Preparation was based on public education expenditure reviews, technical assistance and

feasibility studies. Together these enabled the team to adopt an intensive participatory

approach involving substantial national expertise in diverse technical areas. Moreover,

implementation lessons from past projects were incorporated in the project design. These

efforts resulted in a project design with adequate emphasis on key relevant issues, detailed

preparation, and implementation readiness factors. The Bank team also undertook economic

and financial analysis. In addition, Nigerian counterparts benefited from a workshop organized

by the Bank team on “Strategic Choices for Education Reform” in January 2007, which

focused on core capacity-building for education reform with specific reference to the Nigeria

sub-national environment. Nevertheless, the baseline data issues were not adequately

addressed to monitor the performance indicators especially in terms of integrating this into a

system-wide database.

25

(b) Quality of Supervision

83. The overall Bank’s performance was moderately satisfactory. Over 200 officials

from national, state, and LGA levels attended the successful project launch on May 27, 2008 in

Ilorin, which provided national advocacy on education. The Bank team carried out 10

supervision missions during four years (including the MTR in November 2009 and an ICR

mission in August 2011), with regular intervals of six months with systematic work with the

States. Three task team leaders were involved in the lending operation and supervision

missions with one of them based in Headquarters; thus needed supervision continuity was not

adequately achieved. Supervision teams, comprising a stable mix of appropriate skills, were

instrumental in identifying feasible solutions to address relevant implementation issues, with

some level of flexibility, especially during difficult periods of instability. In addition, the

States’ Ministry of Education benefited from strong ongoing, just-in-time support from staff in

the World Bank Abuja Office. It was on this basis that the quality of supervision was rated

satisfactory by a Quality of Supervision Assessment panel on April 16, 2010 (Please note that

section C3 of the project data sheet does not show this rating erroneously)

84. The Bank team was proactive in supervision by ensuring enhancements through the use

of: (i) monthly video-conferencing throughout the project life with all three States focusing on

problem-solving of emerging implementation issues, for which the team has been commended

often; (ii) international advisers in specialized fields such as learning assessments, conditional

cash transfer programs early childhood education, and beneficiary assessments; (iii) study visits

abroad to obtain experience in, and exposure to, live programs similar to those in the project;

and (iv) dialogues and workshop training specific to the project, particularly in collaboration

with the World Bank Institute.

85. A few areas, however, needed greater emphasis. First, in order to ascertain that key

educational and project data are readily available, it was crucial to require the setting-up of a

system of monitoring, data collection and evaluation right from the outset. Second, the risk on

timeliness of data due to delayed technical assistance identified in the PAD was difficult to

mitigate despite the task team’s efforts. Third, the commissioning of evaluation studies such as

cost and quality of infrastructure and performance of in-service providers ought to have been

planned well in advance to maximize project impact. Fourth, the limited timeframe for CCT

and ECD activities became an issue, which perhaps could have been accommodated through a

project extension to enable an additional 2-4 tranches of grants transfer towards greater impact

of these activities.

(c) Justification of Rating for Overall Bank Performance

86. Based on the ratings for Quality at Entry (satisfactory) and at Supervision (moderately

satisfactory), the rating for overall Bank performance is Moderately Satisfactory.

26

5.2 Borrower Performance

(a) Government Performance

87. State Governments were deeply committed in the project at the time of preparation.

Government officials co-operated fully with the task team. Appropriate levels of review and

approval were in place. The State Government internalized the Education Sector Plans, and

used these in the programming of medium term expenditure budgets, and thus improved

sustainability of reforms. However, project coordination to ensure synergies and knowledge

sharing did not occur primarily because the National Consultative Steering Committee was not

established. Similarly, the relationship between the SMOEs and SUBEBs were not

strengthened as expected, resulting in institutional bottlenecks. In sum, the rating for

government performance is Moderately Satisfactory.

(b) Implementing Agency or Agencies Performance

88. The performance of three state implementation teams improved steadily from a low

base, in large part due to careful personnel selection and on-the-job training. PSU specialist

staff in the program areas – SDSs, the pilot programs, teacher training, as well as in planning,

programming and budgeting, performed well. While procurement performance was reasonable,

there was some weakness in financial management (for example in Kano, where available skills

at entry were scarce). Since capacity-building in the area of EMIS started late, data collection

at the outset was problematic, and there were no formal text books utilization study.

Furthermore, the late assessment of SDS and TPD also compromised their quality and feedback

could not be provided, while a preliminary assessment of ECE was not done. The rating is

Moderately Satisfactory.

(c) Justification of Rating for Overall Borrower Performance

89. In light of a rating of Moderately Satisfactory for government performance, and a rating

of Moderately Satisfactory for the implementing agency performance, the overall performance

of the Borrower is rated Moderately Satisfactory.

6. Lessons Learned

Project Preparation:

(a) Government ownership and continued political commitment at sub-national levels are

critical for the successful project implementation. Despite elections and bureaucratic

changes, State Governments demonstrated stability and political commitment to stay the

course with the project despite difficult implementation challenges. However, the setting-

up of the National Consultative Steering Committee at the Federal level would have

ensured greater synergies with ongoing national reforms and interventions.

27

(b) Using existing administrative agencies (as opposed to a separate Project

Implementation Unit), ensures smooth project implementation and long-term

sustainability, provided the choice of agencies is accompanied by commensurate

capacity-building, and an effective coordination mechanism. Design assumptions that

there would be cooperation among different agencies, motivated by a common interest in

efficiency, were misplaced. This was demonstrated by the need for higher-level

interventions to persuade agencies such as SUBEB to respond positively to, and to take

advice and direction from, the State Ministry of Education.

(c) Full upfront commitment of key local government education authorities is paramount

for effective decentralized education management and implementation. The fact that

these were not effectively involved during implementation start-up points to the need to

ensure sufficient upfront commitment from such agencies during project preparation itself.

(d) Establishing an effective monitoring and data collection system at project start is vital

to the successful monitoring and evaluation of project achievements and outcomes. In

retrospect, this project would have benefited greatly from ensuring the baseline data for

targeted LGAs and related studies and surveys are available at implementation start-up.

Project Implementation:

(a) Deployment from the outset of qualified staff for key positions is paramount for

ensuring strong and consistent project implementation progress. The project benefited

from early appointment of staff to the respective Project Support Units to ensure

sufficient capacity throughout implementation, except the financial management position

in Kano, which adversely impacted on Kano’s initial performance, compared to Kaduna

and Kwara.

(b) To maximize project impact, it is crucial to ensure accountability for timely quality

inputs regardless of the source of financing (whether by the Bank, other international

development partners or other agencies). Alignment and coordination of all project

support from the outset is critical in ensuring effective implementation. The ill-timed

technical assistance for educational management information system and monitoring and

evaluation contributed to serious difficulties in developing a solid baseline and refining

key project indicator targets by project start-up.

(c) A well-designed and efficiently-implemented component for decentralized provision of

education quality inputs with strong school-level leadership and accountability can

contribute significantly to improving student learning outcomes. The implementation of

the School Development Scheme focused on decentralizing provision of quality inputs to

improve teaching/learning practices towards improved learning outcomes. Though

overall learning levels remain relatively low, project LGAs in general have shown a

marked improvement in reading comprehension and Mathematics over the baseline.

28

(d) Close collaboration with development partners such as DfID, UNICEF and UNESCO

can build synergies leading to better results in basic education. For example, the project

worked closely with DfID and UNICEF in developing support for CCT and ECCD,

specifically through assessments, surveys and studies, impact evaluation, and

dissemination.

7. Comments on Issues Raised by Borrower/Implementing Agencies/Partners

(a) Borrower/implementing agencies

90. The Borrower and Implementing Agency did not have any major issues with the content

of this report, and have indicated their agreement with the conclusions. However, the Borrower

has prepared its own evaluation report of the project (see Annex 6).

(b) Cofinanciers

Not Applicable.

(c) Other partners and stakeholders

91. DfID-ESSPIN inherited a commitment from CUBE to continue support to three

components of the World Bank-funded State Education Sector Project (SESP) in Kaduna, Kano

and Kwara. These DfID-funded components were concerned with EMIS, the reform of the

Inspectorate and Capacity Building for Planning and Management. Kaduna, Kano and Kwara

have all completed timely Annual School Censuses (ASC) for the past two years. EMIS units

have been established in the Ministries of Education of all three States, and they are now able

to manage the ASC cycle with minimum support. ASC data is now being used as a key tool for

planning in all states. Kwara has established a Quality Assurance Bureau, and undertakes an

annual program of quality assurance (QA) inspections of schools, albeit with problems of

budget release. While Kaduna has still to enact its QA law, it now runs an extensive school

program, yielding valuable information about school quality. Whereas initially Kano’s

commitment to QA development was weak, the state now supports a comprehensive

implementation program. All three states now have institutionalized procedures for planning

and budgeting through Medium Term Sector Strategies (MTSSs). All states develop the MTSS

with minimal external support and monitor and evaluate progress through Annual Education

Sector Performance Reviews.

29

Annex 1. Project Costs and Financing (a) Project Cost by Component (in USD Million equivalent)

Components Appraisal Estimate ( USD millions)*

Actual/Latest Estimate (USD millions)-**

Percentage of Appraisal

Component 1: School Development Scheme

19.48 19.09 98%

Component 2: Quality Improvement 32.42 38.41 118%

Teacher Professional Development 5.34 10.81 202%

Textbooks 7.1 7.08 100%

Infrastructure 19.98 20.53 103%

Component 3: Institutional Development

4.98 3.65 73%

EMIS 1.62 1.28 79%

Capacity Building 1.87 1.52 81%

Inspectorate 1.49 0.85 57%

Component 4: Project Management

2.5 4.25 170%

Project Management 1.36 3.65 269%

Monitoring and Evaluation 1.14 0.60 52%

TOTAL 59.38 65.40 110%

Total Baseline Cost 59.38 0.00 0%

Physical Contingencies 6.82 0.00 0%

Price Contingencies 2.31 0.00 0%

Total Project Cost1/b 68.51 65.40 95%

US$/Naira Exchange Rate: 1:153.25 ( July 2011)

SDR/US$ Exchange Rate:

a/Actual includes CCT & ECD Pilots (about US$2 million) b/ Estimated community contribution (about $0.64 m)

(b) Financing

Source of Funds Type of

Cofinancing

Appraisal

Estimate

(USD millions)

Actual/Latest

Estimate

(USD millions)

Percentage of

Appraisal

Borrower 0.00 0.00 .00

UK: British Department for

International Development (DFID) Parallel 2.87 1.67 58%

International Development Association

(IDA) 65.00 63.74 98%

30

Annex 2. Outputs by Component

Component

Objectives

PAD/MTR Targets Actual/Latest Estimate

Component 1: School

Development Scheme

To empower and support

School-based

Management

Committees to

participate in, plan and

improve teaching and

learning in their schools,

especially for the poor

and girls

Number of target schools

implementing approved School

Development Plans based on

agreed SDS criteria

Target: 1,523 schools

1,974 schools (Kaduna: 500, Kwara 627

and Kano 847) implemented approved

School Development Plans and received

grants. All SBMCs, head teachers,

principals received training in school

management and leadership.

1,974 schools in 21 LGA in the states of

Kaduna, Kano and Kwara respectively. The

LGAs covered are: Kaduna - Chikun,

Zaria, Kagarko, Birnin Gwari, Sanga, Soba

(6); Kano- Garun Mallam, Minjibir,

Ungogo, Makoda, Kunchi, Rimingado,

Kiru, Rogo, Wudil (9); Kwara - Asa,

Baruten, Ilorin West, Isin, Offa, Patigi (6).

Selection of schools for assistance was

based on objective, needs-based criteria.

Number of head teachers and

principals trained that

demonstrate enhanced school

management and leadership skills

Component 2: Quality

Improved Learning

environment and quality

of basic education

inputs.

Number of primary teachers and

junior secondary teachers trained,

using curriculum guides

(including FLHE) and core

subject textbooks effectively in

classroom

Target: 5,120 Primary& 860 JSS

6,456 teachers (Kaduna: 3,500, Kano: 1,650

and Kwara: 1,806) received curriculum guides

and are using the guides effectively

(minimum of two cycles of training in all

three States).

Pupils have access to and use of

key core subject textbooks on a

pupil:book ratio of 3:1 in primary

and 4:1 in JSS in target schools

Kaduna: 1:1, Kwara: 1:1 and Kano: 3:1 for

all the Primary and JSS classes

Target for textbooks produced:

2,076,026

3 million textbooks procured and distributed

as confirmed by independent study, and are

being used

Decline in shortfall of qualified

teachers at the Primary Level (%)

– No target set

Kwara made good progress, with only 17%

unqualified. The proportions for Kaduna and

Kano are 42 and 58%, respectively

Teachers achieve a teacher:book

ratio of 1:1 for teacher guides and

workbooks in target schools

Teacher/book ratio: Kaduna: 1:1; Kano: 1:1;

Kwara: 1:1 for curriculum guides and core

subject text books i.e. English, Mathematics,

Social Science and Integrated Science

31

Component

Objectives

PAD/MTR Targets Actual/Latest Estimate

Pupil:classroom ratio reduced in

primary and JSS targeted schools

to 60:1 in urban primary schools

and 40:1 in rural schools in

selected schools

Kaduna: 60:1 in urban basic education

schools & 40:1 in rural schools in 38 selected

schools

Kano: 40:1 in primary and 60:1 in JSS

Kwara: 34:1 in primary and 40:1 in JSS

Increase in number of schools

with newly upgraded learning

facilities including access to

sanitation and potable water

Target: 98 schools

98 schools have upgraded learning facilities,

including access to sanitation and portable

water (640 classrooms constructed and

upgraded, 720 toilets and 75 boreholes

installed).

Component 3:

Institutional

Development

Institutional

development at the State

and LGA levels

strengthened in three

selected States

Annual Education Statistics

Report produced by EMIS and

disseminated to key stakeholders

for planning and monitoring

purposes

Target: 1 report per year

One report produced annually (from 2008).

School report cards produced and

disseminated annually for school

planning and monitoring



Education sector analysis

produced by 2008 leading to

improved strategic planning and

budgeting



All primary and junior secondary

schools have quality assurance

inspection resulting in Annual

Basic Education Report

Inspected targets:

Target met. Inspection reports linked to

EMIS in each LGA-supported. Quality

Assurance Manual available and used for

inspection regularly and 100% of schools

inspected.

Component 4: Project

Management,

Monitoring and

Evaluation

Effective project

management,

coordination and

monitoring and

evaluation systems

operationalized

Required procurement, technical

and financial monitoring reports

are provided in a satisfactory and

timely manner

Quarterly technical and monitoring reports

provided

Results-based Monitoring and

Evaluation system established

and implemented continuously

Result Framework based monitoring in use

and implemented. After the MTR, the Annual

Census of Schools and the EMIS provided

more robust information, with the Project

stated as main examples of good practice for

the National EMIS supported by ESSPIN.

System of Learning Assessment

in place

Learning assessments were conducted in

January 2011.

32

Annex 3. Economic and Financial Analysis (including assumptions in the analysis)

Not applicable

33

Annex 4. Bank Lending and Implementation Support/Supervision Processes (a) Task Team members

(a) Task Team members

Names Title Unit Responsibility/

Specialty

Lending

Norosoa Andrianaivo Language Program Assistant AFTED

Bayo Awosemusi Lead Procurement Specialist AFTPC

Jacob H. Bregman Consultant LCSHE

Halil Dundar Lead Education Specialist SASED

Nguyan Shaku Feese E T Consultant AFTH3 -

HIS

Ngozi Blessing Malife Program Assistant EASER

Gert Johannes Alwyn Van

Der Linde

Lead Financial Management

Specialist AFTFM

Tanya Lee Lorraine Zebroff Sr. Education Spec. AFCW2

Supervision/ICR

Sunday Achile Acheneje Procurement Specialist AFTPC

Olatunde Adetoyese Adekola Sr. Education Spec. AFTED

Adewunmi Cosmas Ameer

Adekoya Financial Management Specialist AFTFM

Akinrinmola Oyenuga

Akinyele

Sr. Financial Management

Specialist AFTFM

Mary Asanato-Adiwu Sr. Procurement Specialist AFTPC

Bayo Awosemusi Lead Procurement Specialist AFTPC

Marito H. Garcia Lead Human Development

Economist AFTSP

Josiane M. S. Luchmun Program Assistant AFTSP

Janet Omobolanle Adebo Team Assistant AFCW2

Muna Salih Meky Human Development Specialist AFTED

Deborah Newitter Mikesell Sr. Operations Officer AFTED

Adenike Sherifat Oyeyiola Sr. Financial Management

Specialist AFTFM

Shwetlena Sabarwal Economist AFTED

34

(b) Staff Time and Cost

Stage of Project Cycle

Staff Time and Cost (Bank Budget Only)

No. of staff weeks USD Thousands (including

travel and consultant costs)

Lending

FY06 6 40.79

FY07 63 295.80

FY08 0 0

Total: 336.59

Supervision/ICR

FY06 0 0.00

FY07 0 0.00

FY08 53 238.92

Total: 53 238.92

35

Annex 5. Beneficiary Survey Results

1. A beneficiary assessment survey was undertaken through visits, follow-ups, interviews

during missions and by consultants as part of a. study to determine effectiveness of school

grants School Development Grant in Kaduna, Kano and Kwara (June 2011). Another study on

teacher professional development incorporated surveys of beneficiaries. Diverse beneficiaries

were considered, including students, parents, teachers, head teachers, government education

officials, as well as general community members and School-Based Management Committee

members. Technical details of the above studies are given in Annex 10. The key results from

the School Development Grant study are shown below.

Conclusions and Challenges

All SESP schools in all three States: (i) established SBMCs; (ii) prepared School

Development Plans according to approved guidelines;

All schools were able to access funding, based on approved School Development Plans;

Schools surveyed predominantly used infrastructure funding for classroom renovations,

and facilities (water and sanitation);

Schools surveyed predominantly used education quality improvement funding for

blackboards, textbooks, exercise books, and school;

Respondents indicate that the School Development Scheme was very successful

because it helped to: (i) forge strong community involvement and ownership, with

greater participation of PTAs; (ii) make school learning environment more conducive to

learning; (iii) communities to give priority to solve school problems for education

quality enhancements; (iv) improve staff capacity (e.g. SBMCs, head teachers/Teachers,

and LGA Education Officers; (v) bring computer literacy to the doorstep of pupils in

rural areas; (vii) give confidence to parents to send their children to schools; (viii)

decongest classrooms; (ix) attract more girls (doubling enrolment) and hitherto

disinterested boys to schools;

Challenges relate to: (i) the difficulties of SBMCs to make collective decision-making

effectively, given differences of opinion and their varied backgrounds and literacy

levels; and (ii) the need for the approved guidelines to provide for greater flexibility to

meet school individual needs; and (iii) the sustainability of SBMCs. Respondents felt

that these could be tackled through proper sustained advocacy, monitoring and

supervision, regular meetings, continued community involvement, and support from the

Ministry officials and community-based NGOs.

36

Annex 6. Stakeholder Workshop Report and Results

1. Participants in these workshops comprised state and LGEA representatives such as,

village head, community members, religious leaders, teachers, farmers, traders, PTA and

SBMC members. Other participants included representatives from federal and state

organizations, education parastatals/agencies including UBEC, civil society and NGOs.

Stakeholders’ feedback was generally positive. They commended the leadership and effective

coordination/support within the Ministries of education. They confirmed that all the relevant

stakeholders were trained, but they also requested continuous training program to sustain their

capacity. Feedback received indicated that a Federal component should always be part of the

Bank’s project in the education sector especially to align state support to the national education

sector strategy and framework. School Development Plans should be mainstreamed in the

government budget at federal, state and LGAs level.

2. During the stakeholders meeting in June 2011, the following appreciation was

expressed by various stakeholders:

(a) SBMCs indicated the following: “The books from the SDP funds make students turn

out, they help student to be punctual, teachers to improve teaching” Two additional

classrooms and one office, attending the school regularly, getting co-operation from

parents. By building more toilets, repairing the school, providing other school materials,

many respondents were convinced that the school grants have increased access to

schooling for children in the community. Parents were more inclined to send their

children to these better equipped schools. “Before, the entire school was dilapidated but

now we have some desk provided by the SBMC.”

(b) A farmer from Kaura Yandadi village, Kunchi LGA, Kano State. “There are sufficient

toilets now for pupils unlike before when they had only one for all of them.”

(c) A trader from Ungogo Gabas in Ungogo LGA, Kano State indicated thus: “the

classrooms have become decongested and as such the teacher and pupils find the

environment more conducive for learning and teaching, there are more pupils now than

the period before the project.”

(d) “The teachers can now mark assignments immediately in the class unlike before when

there were no chairs and desks, and they had to take all marking home to do,” said a

carpenter from Rimin Gata Village, Ungogo LGA, Kano.

(e) A community member indicated that the SBMC and school grant has made a difference.

“Thanks to this plan, the number of females students has almost doubled, and the male

students who did not participate in school activities are now very interested.

37

Annex 7. Summary of Borrower's ICR and/or Comments on Draft ICR

BASED ON REPORT FROM THE THREE STATES:

Context and Background:

In line with FGN strategy, the SESP aimed at accelerating progress towards the key education

MDGs, creating the basis for sustainable development, with emphasis on the areas with low

schooling levels of participation. The project has left an enduring legacy in the management of

education in the state. The accountability and transparency has brought to bear in all facets of

our operations. SESP has positively influenced the course of education service delivery in the

three States and this cannot be overemphasized. The State Government as major stakeholders

in collaboration with other stakeholders in various reviews strongly confirms satisfactory

implementation of SESP.

The Project: The World Bank financed the State Education Sector project led by three states

coordinators from the State Ministries of Education in the states of Kano, Kaduna and Kwara.

The development objective of the project was to improve the quality of basic education

(primary and junior secondary school) in targeted Local Government Areas (LGAs) in the

participating states (Kaduna, Kano and Kwara), focusing particularly on the education of girls.

The key outcome indicators agreed between the Government and the World Bank to measure

achievement of the development objectives are; Increased primary completion rates for boys

and girls in targeted LGAs; Increased junior secondary completion rates for boys and girls in

targeted LGAs; Increased transition rates from primary to junior secondary for girls and boys in

targeted LGAs; and Improved learning conditions in project schools based on 2007 baseline

benchmarks.

The Management support and M&E component supported implementation activities associated

with project management. They included coordination, procurement, financial records and

M&E.

Implementation Constraints: Initial take off of the project took time as government was not

ready for full state implementation of the project. When the project became effective, technical

training was incorporated in the project design and this was undertaken by the project team. It

was really difficult starting off as financial management needed to be strengthened and due to

lack of baseline data for some of the indicator, enhanced M&E capacity was required. At mid

term, action points were developed to address most of the challenges with regular monthly

meetings organized.

Implementation Achievements: SESP cannot be appropriately appreciated without reflecting on

the state of Education in the three states before the project. The scenario was one of poor level

of achievement in literacy and numeracy amongst pupils of our basic schools. Other challenges

that evidently confronted the sector included inequitable access, weak planning, management

and monitoring capacity and insufficient funding. There were also the problems of poor

learning environment, low learning outcomes, inadequacy of teaching and learning materials

including textbooks. On the part of school administration, the teaching workforce was

38

characterized by low level of competence and professionalism-cum lack of opportunities to in-

service training which hindered the delivery of new basic education curriculum developed by

the Federal Government.

The signing into law in year 2004 by the Federal Government nine year (legislation on)

compulsory basic education came as a new challenge for the providers of education at various

levels including the states. In complying with and fulfilling the dream of the legislation, the

SESP took a step further by taking “improvement in the quality of Basic Education with

emphasis on girl-child access” as its PDO. The project SESP has not only come to reinforce

the development policy and programme in the states, rather the project has left an enduring

legacy that will keep it an integral part of the future of Education in the three States. Thus

when the project was envisioned and conceived in the early 2006, little did the States know

this project would by its completion transform into an epitome of change, the much desired

change that has roundly face – lifted the sector.

That SESP has positively influenced the course of education service delivery in Kwara, Kaduna

and Kano State is an undeniable reality of the experience and lesson learned from the project.

It has indeed become an enviable engagement between the States and the World Bank. Among

other things, the structure of SESP from the state perception and observation as one that has not

only enhanced service delivery through the procedure of check and balance but one that

activate performance from its transparency and accountability.

As for the benefits this project has bequeathed the three states, a cursory look at its structure

will suffice as an illustration. Thus the whole-school (holistic) development undertaken in the

SESP schools while standing as the traditional approach to project implementation that focuses

widely on learners, however the inclusion of the School Development Scheme, Teachers

Professional Development, Education Management Information System and Quality Assurance

Board have gone far to not only address the shortcomings inherent in the previous projects in

the states but its holistic nature go further to strengthen the performance of the project.

The project, SESP, throughout implementation and from available reports had been

satisfactorily implemented – this is attested to and confirmed by the feedback from

stakeholders. The States Government as major stakeholder in collaboration with other

stakeholders held series of reviews that strongly confirm satisfactory implementation of SESP

in term of: high population of pupil-, teachers, State Ministry of Education and its agencies and

community- beneficiaries, on-schedule completion of SESP, holistic structure of SESP

implementation , new challenges and accompanying solutions, new orientation resulting from

SESP and Bank’s implementation performance throughout the SESP tenure which ensured the

evident accomplishment of the PDO.

Lessons learned from the project are undeniable realities that will definitely impact on the next

phase of SESP or any other project. It has indeed become an enviable engagement between the

States and the World Bank. The three States assures the Bank of its readiness to sustain SESP

as activities and policies in this direction are already in place some of which include the States

School Improvement Programme (SSIP/SSIT) and the Grants already extended to schools in

the non-SESP and LGAs.

39

Beneficiaries: The SESP is targeted at 1,974 schools in 21 LGA in the states of Kaduna, Kano

and Kwara respectively. The number of local government covered within the project are;

Kaduna- Chikun, Zaria, Kagarko, Birnin Gwari, Sanga, Soba (6) ; Kano- Garun Mallam,

Minjibir, Ungogo, Makoda, Kunchi, Rimingado, Kiru, Rogo, Wudil (9); Kwara Asa, Baruten,

Ilorin West, Isin, Offa, Patigi (6). Selection of schools for assistance was based on objective,

needs-based criteria.

Sustainability: The State Governments assure the Bank of sustaining the legacy of SESP by

further financing; it will further extend to more non-SESP LGAs and Schools. However, they

hope for the Bank’s extended engagement through financing of Education Reforms and to

further boost enrolment of the so many street children (almajirai), enhancing the transition rates

of the so many children leaving the primary schools, and having more girls coming into schools

and staying, especially with the vivid impact of SESP. Many policy reforms are being put in

place to reposition education in the States. We await the expansion of SESP beyond the pilot

just ended.

40

Annex 8. Comments of Cofinanciers and Other Partners/Stakeholders

Not Applicable

The Borrower and Implementing Agency did not have any major issues with the content of this

report, and have indicated their agreement with the conclusions. However, the Borrower has

prepared its own evaluation report of the project (see Annex 6).

(b) Co financiers

Not Applicable.

© Development partners and stakeholders

92. DfID-ESSPIN inherited a commitment from CUBE to continue support to three

components of the World Bank-funded State Education Sector Project (SESP) in Kaduna, Kano

and Kwara. These DFID-funded components were concerned with EMIS, the reform of the

Inspectorate and Capacity Building for Planning and Management. Kaduna, Kano and Kwara

have all completed timely Annual School Censuses (ASC) for the past two years. EMIS units

have been established in the Ministries of Education of all three States, and they are now able

to manage the ASC cycle with minimum support. ASC data is now being used as a key tool for

planning in all states. Kwara has established a Quality Assurance Bureau, and undertakes an

annual program of quality assurance (QA) inspections of schools, albeit with problems of

budget release. While Kaduna has still to enact its QA law, it now runs an extensive school

program, yielding valuable information about school quality. Whereas initially Kano’s

commitment to QA development was weak, the state now supports a comprehensive

implementation program. All three states now have institutionalized procedures for planning

and budgeting through Medium Term Sector Strategies (MTSSs). All states develop the MTSS

with minimal external support and monitor and evaluate progress through Annual Education

Sector Performance Reviews.

Annual School Census in Nigeria: The Annual School Census (ASC) is an activity designed

to capture relevant data as needed for adequate planning and administration of education in

Nigeria. The main purpose of the census was to collect and collate data on schools in terms of

infrastructure, teacher status, enrolment, retention and completion rates, teacher to pupil ratio,

teacher to classroom ratio, pupil to classroom ratio that will inform stakeholders and form a

basis for improved activity-based planning and budgeting for education in the State. Over the

years, logistics have been a major challenge towards

the successful implementation of this annual event.

The data situation has increasingly improved with the development of the education data bank

over the past nine years. The National School Census is conducted by Federal Ministry of

Education and coordinated by NMIS. The states collect data from the schools for the education

database. The school census has been conducted every year in Nigeria since 2003, except in

2007/8 when funds were not sufficient to conduct the data collection. The 2007/8 was later

conducted in November 2008.

41

Based on the inability of the 2008 Annual School Census to meet the education sector

expectations, the Federal Ministry of Education consented to the decentralization of the

exercise in order to capture more accurate data. The process was also decentralized in order for

states to take full responsibility for the activity including the printing of forms and the training

of relevant staff.

The 2009 Census was better planned as a result of state-level trainings received by enumerators

on information and data gathering and accurately transferring same on to the census forms.

DFID-ESSPIN project provided training for various cadres of Education Management

Information Systems (EMIS) staff from both the States Ministry of Education and States

Universal Basic Education Board (SUBEB); production of census forms; and logistics support

for the actual exercises. The World Bank- supported State Education Sector Programme

contributed financially and materially by supporting some planned activities and printing the

various forms used for the exercise. Results obtained from this exercise fed into the states' 2010

Medium Term Sector Strategy (MTSS) and into the Annual Education Sector Review (AESR)

and provided a sound baseline for planning and budgeting. The results was validated and made

public by the end of February, 2010. Monitoring Learning Achievement

The Monitoring of Learning Achievement (MLA) is an assessment instrument that is based on

an approach that uses one-to-one interaction between the enumerator and the student. It

monitors whether learners are successfully reaching expected levels (minimum standards). The

World Bank-supported SESP was supported by DFID-CUBE to implement the Learning

Achievement tests at baseline. SEEP commissioned independent consultants in each of the

project states to implement the learning achievement test towards the end of the project. The

consultants used the same methodology that was employed at baseline, in order to maintain

comparability.

42

Annex 9. Learning Outcomes Data from Teacher Professional Development Study

Reading Comprehension - Grade 4

Kaduna Kaduna Kano Kano Kwara KwaraBaseline Actual Baseline Actual Baseline Actual

Beginning 92.5 48.83 47 39.97 33.1 57.7Emerging - 26.17 48 10.47 23 41.87Developing - 18.06 4.2 35.92 - 0.2Established - 6.86 0.8 13.62 - 0.1Advanced - 0.08 - 0.02 - 0

Mean Score (%) 25.81 19.99 43.6Number: N = 1,228 668 1,915

Beginning: 0 answer right

Emerging: 1 answer right

Developing: 2-4 answers right

Establ ished: 5-6 answers right

Advanced: 7-8 answers

Reading Comprehension - Grade 6


Beginning 1.7 45.14 - 14.8 8.8 75.2Emerging 53 3.04 59 3.8 52.9 2.29Developing 40.2 36.57 - 61.97 - 11.71Established 3 11.17 - 13.8 - 8.55Advanced - 4.08 - 5.63 - 2.25

100

Mean Score (%) 45.64 19.99 7.9

Number: N = 1329 668 2,526






Source: Teacher Profess ional Development (TPD) and Learning Outcomes in Kaduna, Kano and Kwara

States (June 2011)

Levels of Achievement


Teacher Professional Development and Learning Outcomes

Kaduna, Kano and Kwara States

(Percent)

43

Mathematics - Grade 4 (34 marks)


Beginning - 8.05 97.9 15.6 - 0Emerging - 17.65 0.4 26.55 73 8.73Developing - 26.91 1.4 34.29 - 19.5Established 0.7 39.93 0.2 23.41 - 56.46Advanced - 7.46 - 0.15 - 14.28

Mean Score (%) 42.16 20.01 5.02

Number: N = 1,250 632 882






Mathematics - Grade 6 (34 marks)


Beginning 33 18.7 30.4 33.98 - 2.84Emerging 58.1 32.38 63.4 35.95 79.6 28.81Developing - 26.38 - 11.31 6.8 42.42Established - 21.6 - 18.62 - 24.58Advanced - 0.94 - 0.14 - 1.14

Mean Score (%) 37.1 20.01 9.67

Number: N = 1037 632 3,404






Source: Teacher Profess ional Development (TPD) and Learning Outcomes in Kaduna, Kano and Kwara

States (June 2011)



Teacher Professional Development and Learning Outcomes

Kaduna, Kano and Kwara States

(Percent)

44

Annex 10 – Summary of Assessments on School Development Scheme, Teacher

Professional Development and Conditional Cash Transfer Program

1. Introduction. Independent assessments were carried out between April-June 2011 in the

following programs: (1) School Development Scheme to examine the effectiveness of schools grants

through a beneficiary assessment survey in Kaduna, Kano and Kwara; (b) Teacher Professional

Development to assess these areas in Kaduna, Kano and Kwara: (i) school physical conditions, (ii)

quality of school leadership, (iii) teacher effectiveness, (iv) teaching strategy, and (v) learning outcomes

for primary Grades 4 and 6 in literacy and numeracy; and (c) Conditional Cash Transfer Program in

Kano (impact evaluation). Below is a brief description of these studies.

The School Development Assessment in Kaduna, Kano and Kwara

2. Methodology. The assessment combined tools of traditional social research surveys and those

of Monitoring and Evaluation (M&E). A representative sample survey of about 20-30% of all SESP

schools in each of the three states was selected for assessment (24% in Kano and 30% in Kwara and

Kaduna). Assessment is based on 9 instruments: 5 questionnaires, 1 school checklist and 3 Focus

Group Discussion guides.

3. Data collection methods and instruments

4. Sampling

Category Kano Kaduna Kwara

Total number of primary schools 4,768 3,947 1,448

Total number of SESP primary schools 773 421 461

Number of SESP primary schools selected for

Assessment

160

24%

Percentage sample of SESP schools

Total number of JSS schools 750 399 343

Total number of SESP JSS schools 76 79 98

Number of SESP JSS schools selected for

Assessment

14

Percentage sample of SESP schools 24%

1. Desk officer’s questionnaire (1 per LGA)

2. Project Support Unit/LGA Education Secretary’s questionnaire (1 per LGA)

3. Traditional/Religious leader’s questionnaire (1 per community)

4. Head Teacher’s questionnaire (1 per school)

5. Teacher’s questionnaire (1 per school)

6. School checklist (1 per school)

7. Student’s Focus Group Discussion Guide (1 FGD per school involving 5

students)

8. SBMC Focus Group Discussion Guide (1 FGD per school involving 5 SBMC

members)

9. Parents/Community Focus Group Discussion Guide (1 per school)

45

5. Data Analysis. The total number of SESP schools for which data were available were 733 (out

of 849 schools). The main survey data analysis was undertaken in SPSS. Two types of data were

generated: quantitative data, generated through the data sheets and questionnaires; and qualitative data,

generated through interviews and questionnaires.

Main Findings

6. A key finding is that schools in project LGAs have been able to boost enrolment for girls in all

three states as a result of school support through grants. For example, in Kano State which has the

lowest participation among the three States, girls’ enrolment in project schools increased at a higher

rate than that of non-project schools (18.2% versus 14.7% - see table 1 below):

Table 1: Growth in enrolment in Kano: 2008/2009-2009/2010 Type of school Growth in

Male

Enrolment

Growth in

Female

Enrolment

Growth in Total

Enrolment

Non-SESP Schools

(number)

15.6% 14.7% 14.05%

4,093 4,093 4,093

SESP Schools

(number)

14.9% 18.2% 14.6%

675 675 675

TOTAL 15.4% 15.2% 14.1%

4,768 4,768 4,768

Source: School Development Grant Assessment in Kano, Kaduna and Kwara States, June 2011.

7. Other findings are: (a) all School-based Management Committees were established in the three

States; (b) all of them have developed School Development Plans according to approved guidelines; (c)

all SBMCs were trained in school level management and use of school grants; (d) Parent-Teacher

Associations have embraced the School Development Scheme; (e) the school population increased in

project LGAs; (f) there was strong community involvement and ownership; (g) physical learning

environment has improved remarkably in project LGAs; (h) better awareness was created at the school

and community level; (i) teaching/learning materials were made available in concerned schools.

The Teacher Professional Development and Learning Outcomes Assessment in Kaduna, Kano

and Kwara

8. Methodology. The evaluation was conducted as an end-of-project evaluation of the SESP

project in Kaduna, kano and Kwara States. It involved a comparison of results with baseline results

conducted in the three States in 2007. Learning achievement tests in literacy and numeracy were

administered on Primary 4 and 6 students, respectively, and questionnaires administered on head

teachers, and teachers.

9. Instruments. All instruments used for the baseline survey were adopted for this study. They

consisted of questionnaires/checklists, classroom observations, teachers’ interviews. Literacy and

numeracy tests were used, as well as two other instruments to measure teacher attitude towards the TPD

46

program, and to gather information such as number of teachers trained (using curriculum guides) and

number of textbooks in the school, etc.

10. Sampling 1.

Category Kano Kaduna Kwara

Total number of LGAs 9 6 6

Number of SESP primary schools selected for

Assessment

1,523

Sampled Schools (including schools in baseline) 25 100 126

2.

3.

11. Data Analysis. Data on schools, teaching and learning environment, head teacher practices,

teachers and students, and simple tests of literacy and numeracy were examined. Simple charts using

simple percentages and elementary statistics are used. Analysis was carried out through the Excel and

SPSS software.

4.

5.

Main Findings

12. Major findings include the following: (a) remarkable improvements over the baseline took

place in terms of school physical conditions (classrooms, furniture, lavatory facilities, drinking water,

security, etc.); (b) there was little or no difference in head teacher/teacher focus on learning and their

involvement of the wider community in improving schools (though anecdotal evidence indicate a high

degree of cordiality between the head teacher and community members); (c) teacher attitudes towards

the TPD was generally low; (d) a slight improvement over baseline was observed in teacher introduction

of lessons; (e) generally teachers in urban areas were more able than those in rural areas in terms of

literacy and numeracy; and (f) assessment of literacy and numeracy for primary Grades 4 and 6

generally indicates marked improvements over baseline, though learning levels remain relatively low

(see details in Annex 9 of this report).

The Conditional Cash Transfer Pilot for Girls’ Education Kano, Nigeria: Very

Preliminary Findings on Female School Participation in Kano

13. This is an ongoing impact evaluation study. In Kano State, only 30% of girls attend

secondary school and female school participation rates peak at age nine and decline

precipitously after that.

14. Program Objectives & Design: Overcoming demand-side constraints to girls’

transition to secondary school.

15. Targeting:

12,000 girls, from grades 5,6, JS 1 (either in- school or recently dropped out)

300 randomly selected schools from 12 LGAs

Rural – all girls; Urban – proxy means test

Beneficiary identification through community meetings

47

16. Early results suggest large enrolment and attendance impacts of CCTs for girls in

Northern Nigeria. There is suggestive evidence that due to supply constraints overall education

quality could be suffering. Amount of transfer seems to matter for attendance. However,

attendance elasticities are very small.

17. Transition rate from Primary to Secondary School. Impacts are lower bounds due to

limited number of seats in Junior Secondary schools.

18. First Round Attendance Impacts: Grade six beneficiaries show the largest gains,

equivalent to about 14 percent of control attendance rates (No change in junior secondary

attendance, but these data appear to be unreliable)

19. Learning Environment: No impacts on boys’ attendance, no impacts on attendance in

lower grades. Teacher absenteeism is significantly higher in treatment schools.

20. CCT impacts are smaller among poorest urban children and children going to

government schools (as opposed to Islamiyya schools).

21. Preliminary evidence (from 2nd round of attendance checks) that beneficiaries are

reacting to program credibility signals. School participation of older girls seems more sensitive

to these signals. The challenge in this regard is how to safeguard CCT programs from political

hijacking.

48

Annex 11. List of Supporting Documents Charles V. Abe, State Education Sector Project (SESP: World Bank-assisted), The Quality of Education

in Nigeria: an Outcome Evaluation Study of Teachers Professional Development (TPD) and Learning

Outcomes in Kwara state, Nigeria, World Bank 2011

Milton I. Ahoyi (2008), Leadership, Policy Making and Economic Growth in African Countries: the

case of Nigeria, Working Paper No. 17, Commission on Growth and Development, AusAid, DFID,

Dutch Foreign Ministry, Hewlett Foundation, SIDA, World Bank

ESSPIN (2010 draft), Teacher Development Needs Assessment in Selected States, DFID, UK Aid Federal Ministry of Education & World Bank (2011), Environmental Audit of the State education Support Program (Kaduna, Kano and Kwara States) Federal Ministry of Education. Nigeria – DHS EdData Survey 2010: Education Data for Decision-Making. May 2011. Federal Ministry of Education. Nigeria Digest of Education Statistics 2006-2010. April 2011. Charles Kenny (2010), Learning about Schools in Development, Center for Global Development, Working Paper 236 Map (2005): Nigeria: Ethnic Groups and States, National Population Commission, Federal Republic of Nigeria & ICF Macro (USA) (2009),

Demographic and Health Survey 2008, funded by UNFPA and USAID Omoluabi, Balarabe, Zakariya,

Garba (2011), School Development Assessment in Kano, Kaduna and Kwara States, for the State

Education Sector Project (World Bank-Assisted)

World Bank (2005) Report No: 32304, Implementation Completion Report (IDA-33460) on a Credit in

the amount of US$55 million (SDR 40.1 million) to the Federal Republic of Nigeria for a Second

Primary Education Project, Human Development, Africa Region

World Bank (2006), Implementation Completion and Results Report (IDA-37110) on a Loan/Credit in

the amount of US$ 46.86 million (SDR 32.02 million) Credit to the republic of Nigeria for a universal

basic education project, Human Development III, Country Department 12, Africa Regional Office

World Bank Report No.: 38436-NG (2007), Project Appraisal Document .on a proposed Credit in the

amount of SDR 43.3 million (US$65 million) to the Federal Republic of Nigeria for a state education

sector project, Africa Regional Office

World Bank Report No: 38496 (2007, Project Appraisal Document. on a proposed Credit in the amount

of SDR 120 million (US$180 million equivalent) to the Federal Republic of Nigeria for a science and

technology education post-basic education project, Africa regional office

World Bank (2008) Report No. 42418-NG, Nigeria: A Review of the Costs and Financing of Public

Education (In Two Volumes) Volume I: Executive Summary, AFTH3 Human Development Unit,

Africa Region

World Bank (2008) Report No: ICR0000882, Implementation Completion and Results Report (IDA-

33450) on a Credit in the amount of SDR14.4 million (US$ 20.0 million equivalent) to the Federal

49

Republic of Nigeria for an Economic Management Capacity Building Project, Poverty Reduction and

Economic Management, Africa Region

World Bank (2010), Concept Note: Evaluating the Impact of Conditional Cash Transfers on School

Participation of Girls in Kano State, Nigeria, Human Development, Africa Region

World Bank Report No. ISR1253 (2011), Implementation Status & Results: Nigeria State Education

Sector Project (P096151)

World Bank (2011), Kano Conditional Cash Transfer Program: Process Information

World Bank (2010) Report No: 54054 NG, Restructuring Paper on a proposed Project Restructuring of

Science & Technical Education Post-basic Project (Credit No. 4304-Nig.) to the Federal Republic of

Nigeria, Africa region

World Bank (2010) Ed Stats (October 2010).

World Bank (2011), NIGERIA: Socio Economic Assessment, Poverty Reduction and Economic

Management, AFTP3, AFCW2, Africa Region

World Bank (2011) Report No. ISR1406, Nigeria: Implementation Status & Results Report : Lagos Eko

Secondary Education Project (P106280)

World Bank (2011), Kano Conditional Cash Transfer Program: School Attendance and Learning Environment

Impacts after First Transfer, Working Paper, AFTED, Africa Region

World Bank (2011), Nigeria - State Education Sector Project (SESP): Final Implementation Support

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