Early Childhood Development in Kwara

State, Nigeria

Yetunde IjaiyaRabiat Ibrahim

KWARA STATE

Population: 1.5 million

Size: 32,500 Km2

Background: ECD in Kwara State Public ECD began in 2006 in Kwara State, within public

primary schools ECD included in State Education Sector Plan Long history of private nursery/primary schools in Kwara ECD incorporated into UBE policy in Nigeria Funding: 5% of UBE allocation to each state for public ECD

(based on counterpart funding) National ECD Policy since 2007 National curriculum for 0-5 year olds - not disseminated in

Kwara State yet (preschools create own curriculum covering 6 areas: English, Math, etc)

Current Situation: Public ECD ECD centers in 719 primary schools (out 1,406) Ages 3-5 years Enrolment (2008): Approx. 5% coverage

18,176 males 17340 females 34416 Total

At least 1 teacher in each classroom, paid by SUBEB 600 caregivers (almost 1 per class) – some

employed by SUBEB, others by PTA or communities

Key Challenges: Access and Quality

ACCESS

Lack of conviction among some parents (rural) about value of ECD

Inadequate number of classrooms – overcrowding in urban areas

Insufficient number of staff Poor funding

QUALITY

Insufficient appropriate materials, including furniture, toys, etc.

Overly formal teaching approaches common

Lack of state curriculum guidelines/pedagogical modules

Caregivers with low qualifications Inadequate monitoring and

supervision of centers Lack of access to water supply in

some places

Key evaluation questions/indicators How to improve quality and access of ECD in

public schools?

What is the impact of model ECD centers on: staff-child interactions, child-centered pedagogy ECD enrolment and attendance parent satisfaction children’s learning outcomes (“school readiness”) upon

entry to primary 1 enrolment in primary 1 community efforts to create ECD (spillover effects)?

Intervention: Model ECD Centers Intensive training and modules for teachers and caregivers:

Integrated child development Child-centered pedagogy Creating a quality learning environment Parent involvement

Provision of learning materials Manipulatives Books Writing/drawing materials Toys from locally available materials

Upgrade classrooms and outdoor spaces to make environments child-friendly

Monitoring and supervision (SUBEB officers)

Proposed Design Sampling

Within 3 senatorial districts covering 16 local governments Stratified on rural/urban based on senatorial districts 80 schools in each treatment and control arm

Random assignment to 3 groups Treatment 1: training + learning materials + upgraded classes Treatment 2: training + learning materials Control: Existing ECD classes (no change)

Next Steps… Sensitization/buy-in: Discuss concept note with

government (Ministry of Ed., Science, & Tech, SUBEB) and ECD stakeholders (UNICEF, Colleges of Education and universities, PTAs, education donors, WB, etc.)

Conduct studies: Situation analysis of ECCD

Design intervention: Develop standards, curriculum, training materials, etc.

Staffing: Set up IE team

Finalize IE design