Publications

A core part of the work undertaken by the EDOREN team is evaluation, research and data (for more information, please see our web page on What We Do), and below you will find EDOREN’s key publications, which are some of the outputs of this work.

If you are interested in short presentations on some of EDOREN’s aims, achievements, and recommendations, or our thoughts on EDOREN’s capacity building and data use strategies, please have a look here: http://www.nigeria-education.org/edoren/edoren-summary-presentations/.


Teaching in Distress: An assessment of the impact of protracted violence due to insurgence on the Primary School teaching workforce in Borno State, Nigeria

Report | October 2018
Education Data, Research, and Evaluation in Nigeria

The education system in North East Nigeria has been devastated by nearly eight years of armed conflict between Boko Haram and the Nigerian government. However, the security situation has significantly improved since early 2016 and work on reconstruction, including education, has begun. The United Kingdom (UK) Department for International Development (DFID) therefore requested the Education Data, Research and Evaluation in Nigeria initiative (EDOREN) to prepare options for a Teacher Tracking Study in Borno State. This report presents findings from a compilation and analysis of an EMIS carried out by the Borno State SUBEB in 2017 and of interviews and interactions in 2018 with a sample of teachers working in affected communities in Borno State drawn from that EMIS. It seeks to assess the impact of the protracted conflict on the teachers and the most important teaching work that they do.


Learning in Lagos: Comparing Student Achievement in Bridge, Public, and Private Schools

Report | October 2018
Education Data, Research, and Evaluation in Nigeria

Despite the relatively small number of public schools in Lagos, only 4% of primary school aged children were out of school in 2011 (World Bank, 2017). High enrollment rates are enabled by private schools filling the gap in provision.  In 2011, 57% of primary and secondary students in Lagos studied in 12,098 private schools (Härmä, 2013). Many of these schools can be considered to be “low-fee” – affordable even to those on the poverty line. This comparative study is designed to describe the learning levels of students in Bridge, public, and private schools in Lagos and identify factors that may help account for differences in achievement. The study is best considered as an examination of the current state of these schools in Lagos and a baseline for future work. The study is the first step in assisting the Department for International Development (DFID) to understand the value of its investment in supporting Bridge to enter the Lagos market.


What are Children in Lagos Learning?

Comparing Learning Outcomes in Low- and Medium- cost Private Schools, Public Schools, and Bridge Schools in Lagos

Policy Brief | October 2018
Education Data, Research, and Evaluation in Nigeria

Private schools are the main education providers in Lagos. Pupils studying in private schools (and Bridge schools) in Lagos perform better on average in literacy and numeracy than pupils in public schools, even when factoring in background characteristics. At Primary 4 (P4) numeracy, there are more top performers in public schools than in non-Bridge private schools. The poorest students, and those who do not primarily speak English at home, are most likely to attend public schools. Poorer students have lower literacy scores in private and public schools, but not at Bridge schools.

Numeracy achievement is not significantly correlated with wealth across school types. Girls perform better than boys in literacy at the P2 and at the P4 level, and across school types. Primarily speaking English at home is associated with significantly higher performance in literacy. Improving education in Lagos will need direct support to private schools, better regulation of private schools, better markets for services to private schools, and continued support to public schools. School management is an important lever for improving performance, particularly in public schools and Bridge schools.


DEEPEN Endline Evaluation Report Vol.2: Technical

Report | July 2018
Education Data, Research, and Evaluation in Nigeria

This technical report provides answers to each evaluation question asked about the Developing Effective Private Education in Nigeria (DEEPEN) programme on the basis of research conducted by the Education Data, Operational Research, and Evaluation in Nigeria programme (EDOREN) between 2013 and 2018. DEEPEN is an innovative five-year £9.6 million programme taking a ‘making markets work for the poor’ (M4P) approach to improving education outcomes in private schools in Lagos, Nigeria. It is funded by the UK Department for International Development (DFID) and implemented by Cambridge Education. EDOREN is a five-year programme of research and evaluation on education in Nigeria, funded by DFID and implemented by Oxford Policy Management (OPM).

Our overall judgement is that a market systems approach is a plausible model for improving education outcomes in contexts with large low-cost private school sectors. At this stage, however, we do not have evidence to show that these changes have improved learning outcomes and we judge that it is too early to tell whether DEEPEN will lead to changes in learning outcomes, or whether these changes will be sustainable. At present, we do not have data to indicate whether a market systems approach is sufficient to substantially improve education outcomes for the very poorest: if this is not the case, this would mean that these types of approaches would need to be complemented by improvements in public education or to integrate public financing for private education.



DEEPEN Endline Evaluation Report Vol.1: Synthesis

Report | July 2018
Education Data, Research, and Evaluation in Nigeria

DEEPEN is an innovative, ambitious programme that aims to improve the quality of education provided by private schools in Lagos. It responded to growing evidence, provided through the Education Sector Support Programme in Nigeria (ESSPIN), that a majority of primary-aged children from poor and moderately poor households in Lagos attend private school. At the same time, there was limited public (or development partner) involvement in private education in Lagos, with both unaware of its scale and importance. As a result, there was limited measurement of education outcomes in the private sector. This report aims to address this with respect to DEEPEN.

This synthesis report  evaluation covers the full set of DEEPEN intervention areas and activity in the period 2014 to 2017. Full details are available in the technical report.

The report finds that DEEPEN interventions were well targeted to schools serving children from poor backgrounds, but did not appear to have benefited meaningfully (i.e. in a way that is, in the evaluation team’s view, likely to contribute to sizeable future improvements in learning outcomes) many of these schools and learners. Much of the programme’s impact was constrained to school-level changes and did not translate into learning outcomes at the time of endline evaluation.


Beyond Assumptions: EDOREN and the popularisation of evidence-based data and research in Nigeria’s education system

Report | June 2018
Education Data, Research, and Evaluation in Nigeria

This report is a compilation of “contribution stories”, collected from a wide range of stakeholders, of how the EDOREN programme has worked over five years to improve the availability, understandings, and use of Education Sector evidence in Nigeria. EDOREN’s aim was to engage a variety of constituents through capacity building in the ‘what’ and ‘how’ of going beyond relying on assumptions to gather, sort, analyse, test and apply evidence-based data. This report is an account of how knowledge and evidence interventions in the education sector in Nigeria have led to tangible and sustainable impacts in the sector.


EDOREN’s Research Capacity Strengthening Strategy for Evidence-Based Education Policy and Practice in Northern Nigeria: Year Two Report

Report | June 2018
Education Data, Research, and Evaluation in Nigeria

The Research Capacity Strengthening Strategy (RCSS) designed by EDOREN provides a framework to both strengthen the use and demand for, as well as the supply of, policy-relevant education sector research. It has been trialed in the context of a two year, iterative research programme on the recruitment and deployment of primary school teachers. This report analyses the implementation and of the strategy.


Management and Implementation of the policy on Special Education Needs and Disability (SEND) for improving access of persons with disabilities to Nigeria’s Basic Education

Report | May 2018
Education Data, Research, and Evaluation in Nigeria

This is the final report of a study undertaken by the DFID EDOREN project into the management and implementation of Nigerian Special Education Needs and Disability policies. It was carried out in 2017 by teams from Abuja (for the Federal level), and Anambra and Kaduna states.

Results from a small interview-based scoping study at the federal level in Nigeria showed that Nigeria’s 2015 Special Needs and Disability (SNE) policy was lacking capacity and number of technical personnel to drive implementation; the absence of data on SNE-learners such as proportions and types; the lack of and adapted curriculum; and lack of expertise at the Federal Ministry of Education for coordinating with other relevant organisations, agencies, and the states.
The results from the scoping study precipitated the present more robust qualitative field study to understand the current policy provision, resource allocation, management, and implementation at all levels from the Federal through the States/Local Government to the School Community.

(See also the shorter Summary Brief below.)

This report also includes the individual state reports from Anambra and Kaduna.


Management and Implementation of the policy on Special Education Needs and Disability (SEND) for improving access of persons with disabilities to Nigeria’s Basic Education

Summary Brief | May 2018
Education Data, Research, and Evaluation in Nigeria

This is the summary brief for the study above.


The research capacity strengthening strategy for evidence-based education policy and practice in Kaduna and Kano States, Nigeria

Report | November 2017
Education Data, Research, and Evaluation in Nigeria

This report outlines a research capacity strenghtening strategy designed by the DFID funded Education Sector Support Programme in Nigeria (EDOREN) that requires practitioners (acting as proxies for policy makers) to collaborate with and work along side academics in designing and delivering rigourous policy-focused research. The strategy has five key components: (i) engaging in policy-driven research, (ii) partnership; (iii) mentoring; (iv) repeated policy feedback; and (v) hands-on support. The strategy was integrated into the EDOREN project Identifying, Recruiting and Deploying Effective Teachers in Kaduna and Kano States which started in 2016.


Identifying, recruiting and deploying effective teachers in Kano and Kaduna States

Report | November 2017
Education Data, Research, and Evaluation in Nigeria

This report outlines the findings of a study of in-depth issues relating to the recruitment and deployment of Teachers in public primary schools in Northern Nigeria, with the long-term expectation of establishing a robust cadre of effective primary school teachers through appropriate evidence based policy change.

The main intentions of the study were to: investigate and document research evidence; support the government to improve teacher effectiveness; help support research capacity; and build sustainable partnerships.


Learning opportunities for all: The critical role of teachers

Policy Brief | November 2017
Education Data, Research, and Evaluation in Nigeria

This policy brief summarises Nigeria’s Annual Education Conference 2016. The conference aimed at providing the opportunity for communicating research that guides basic education policy and practice in Nigeria. The conference also brought together stakeholders in the education and policy sector to plan and move the Nigerian education sector forward.


Rebuilding education services in emergencies: The role of and support for teachers

Policy Brief | November 2017
Education Data, Research and Evaluation in Nigeria

This policy brief summarises one of the three sessions of Nigeria’s Annual Education Conference 2016. The session aimed to identify what constitutes emergencies in various contexts within Nigeria and to provide a greater understanding of the impact of emergencies on Teaching and Learning. Moreover, the session aimed to develop a formal structure to address specific needs in emergencies and mechanisms to support teaching.


Developing a coherent, systemic approach to managing teachers effectively

Policy Brief | November 2017
Education Data, Research, and Evaluation in Nigeria

This policy brief summarises one of the three sessions of Nigeria’s Annual Education Conference 2016. The session established how the current teacher management system can support the short-term (2019), mid-term (2025) and long-term (2050) objectives of achieving a professional basic education teaching force. The session priortized areas that need attention and developed an agenda for addressing the required changes.


Improving the quality of teaching: A ten year agenda

Policy Brief | November 2017
Education Data, Research and Evaluation in Nigeria

This policy brief summarises one of the three sessions of Nigeria’s Annual Education Conference 2016. The session aimed to explore the strategies for creating a professional basic education teaching force in Nigeria in the short term (2019), the medium term (2025), and the long term (2050), and assessed what would be needed to achieve the objectives proposed.


Making basic education work for education policy and practice in Nigeria

Policy Brief | November 2017
Education Data, Research and Evaluation in Nigeria

This policy brief summarises Nigeria’s Annual Education Conference 2015. The conference aimed at bringing together top policy makers, technocrats, researchers, bureaucrats, and key stakeholders in the Nigerian education sector. It was an opportunity to disseminate research evidence and discuss its implications on education policy-making.


Comparing Learning Outcomes in Public and Low- and Medium- Fee Private Schools in Lagos

Report | August 2017
Education Data, Research and Evaluation in Nigeria

The comparative study presented in this report aims to address research questions by comparing numeracy and literacy learning outcomes among P4 students in public schools and those in low- and medium-fee private schools in Lagos. The children were administered the same test, at the same time in the school year. Information about students’ background was also collected and used to understand the influence of student characteristics in regard to learning.


Increasing primary school attendance in the wake of violent conflict in Borno

Policy Brief | June 2017
Robert Morris

This policy brief outlines the findings of two case studies of communities in and near Maiduguri to understand the main reasons for low school attendance after the end of violent conflict, and to identify gaps to support and improve primary school attendance. The studies were not designed to generate findings representative of Borno or North-east Nigeria as a whole, but they may be applicable to other urban and peri-urban communities in Borno that experienced similar reductions in violence.


Teacher Development Programme (TDP): Teacher Supply and Demand Study Zamfara

Policy Brief | May 2017
Alexandra Doyle

This policy brief outlines the findings from the Teacher Supply and Demand Study in Zamfara. The report was produced for the DFID-Funded Teacher Development Programme (TDP) by Education Data, Research and Evaluation in Nigeria (EDOREN).


Teacher Development Programme (TDP): Teacher Supply and Demand Study Jigawa

Policy Brief | May 2017
Alexandra Doyle

This policy brief outlines the findings from the Teacher Supply and Demand Study in Jigawa. The report was produced for the DFID-Funded Teacher Development Programme (TDP) by Education Data, Research and Evaluation in Nigeria (EDOREN).


Primary school attendance in the wake of conflict in Borno, Nigeria

Report | March 2017
Emily Coinco, Robert Morris

This report presents findings from two case studies of communities in and near the city of Maiduguri, Borno. It builds on the findings of a survey commissioned by DFID and carried out by Girl Effect that examines parents and children’s attitudes toward primary school in the same two communities.


Teacher Development Programme (TDP) Formative Research on Output 1: In-service teacher training activities

Policy Brief | February 2017
Zara Durrani

This policy brief outlines the findings of a formative research study that was commissioned from March to September 2016 in order to provide an in-depth qualitative description and analysis of how TDP’s in-service activities have been implemented in Phase I, with the development of a series of formative lessons and recommendations to inform design and implementation of Phase II of the programme.


Teacher Supply and Demand in Zamfara

Report | January 2017
Shefali Rai, Victor Steenbergen, and Alexandra Doyle

This EDOREN report outlines 10-year projections of the number of teachers required in Primary and Junior Secondary Schools (JSS) in Zamfara, the likely supply of teachers to the school system and suggestions for improving teacher recruitment and deployment. It has been produced for the Department of International Development (DFID) – funded Teacher Development Programme (TDP) by Education Data, Research and Evaluation in Nigeria (EDOREN). The report seeks to support TDPs efforts to work with the State Government and Colleges of Education (CoEs) to ensure Zamfara has an adequate number of appropriately trained teachers in its basic education system.


Teacher Supply and Demand in Jigawa

Report | January 2017
Victor Steenbergen, Shefali Rai, and Alexandra Doyle

This EDOREN report outlines 10-year projections for the number of teachers required in Primary and Junior Secondary Schools (JSS) in Jigawa, the costs of meeting these requirements, and suggestions for improving current systems of teacher recruitment and deployment. It seeks to support the work of the Teacher Development Programme (TDP) to work with the State Government and Colleges of Education (CoEs) to ensure Jigawa has an adequate number of appropriately trained teachers in its primary schools and JSS.


Evaluation of UNICEF Girls’ Education Project Phase 3 (GEP3): Baseline Technical Report

Report | September 2016
Tom Pellens, Rachel Outhred, Zara Majeed, Andrej Kveder, Michele Binci, Johanna Wallin, Fatimah Kelleher, Adrian Beavis and Shefali Rai

This EDOREN report presents the findings of quantitative and qualitative baseline data collection undertaken by Education, Data, Research and Evaluation in Nigeria (EDOREN) as part of a multi-year evaluation of the Girls Education Project Phase 3 (GEP3). This is the full technical report of the baseline evaluation, which describes the methodology for the evaluation and the full set of quantitative and qualitative findings in detail. It is complemented by a synthesis document that summarises and collates the baseline evidence for the larger audience.


Evaluation of UNICEF Girls’ Education Project Phase 3 (GEP3): Baseline Synthesis Report

Report | September 2016
Tom Pellens, Rachel Outhred, Michele Binci, Zara Majeed, Johanna Wallin, Fatimah Kelleher, Monazza Aslam and Shefali Rai

This EDOREN report presents the findings of quantitative and qualitative baseline data collection undertaken by Education, Data, Research and Evaluation in Nigeria (EDOREN) as part of a multi-year evaluation of the Girls Education Project Phase 3 (GEP3). It complements the full technical report of the baseline evaluation, which describes the methodology for the evaluation and the full set of quantitative and qualitative findings in detail.


Study of ESSPIN’s Support to Capacity Development in Basic Education in Nigeria

Policy Brief | December 2016
Ifeatu Nnodu

This EDOREN Policy Brief outlines the findings of a study of ESSPIN’s (Education Sector Support Programme in Nigeria) support to capacity development in Basic Education in Nigeria. ESSPIN is funded by the UK Governments Department for International Development (DFID).


EDOREN Thematic Research on Identifying, Recruiting and Deploying Effective Teachers: Phase II Literature Review

Report | August 2016
Victor Steenbergen

This Literature Review is part of a wider piece of Thematic Research conducted by EDOREN (Education Data, Research and Evaluation in Nigeria) on ‘identifying, recruiting and deploying effective teachers’. This overall study is conducted by State Research Teams, consisting of education policy makers and academic researchers from Kano and Kaduna States. To support this process, EDOREN is providing an overview of “policy options”, illustrated through different country examples to improve teacher recruitment and deployment. By providing broad ideas, the aim is to stimulate discussion and debate within State Research Teams to get inspiration from other contexts, that can feed into their research.


Comparative Review of Basic Education Reforms: Country Case Studies

Report | January 2016
Alec Gersberg, Shefali Rai, Chidi Ezegwu, Ifeatu Nnodu, Ojo Antony, Kashim, Zipporah Panguru, Aleshin Olumayowa, Dita Nugroho, Chris Hearle, Gregory Elacqua, and Fatima Alves

This report contains the five country case studies that formed the basis of the synthesis of findings presented in part one of the Comparative Review of Basic Education Reforms carried out by Education Data, Research and Evaluation in Nigeria (EDOREN), in partnership with the Universal Basic Education Commission (UBEC). The case studies – on Nigeria, Brazil, India, Indonesia and South Africa – review the impact of major episodes of basic education reform in these countries that have taken place at the federal level over the last 25 years.


Comparative Review of Basic Education Reforms: Synthesis and Findings

Report | January 2016
Alec Gersberg, Shefali Rai, Chidi Ezegwu, Ifeatu Nnodu, Ojo Antony, Kashim, Zipporah Panguru, Aleshin Olumayowa, Dita Nugroho, Chris Hearle, Gregory Elacqua, and Fatima Alves

This report provides details of a review, which seeks to lay the groundwork for a detailed, systematic review of Nigeria’s UBE reforms by taking stock of what we know about the implementation and outcome of these reforms, and looking at them from a comparative international perspective.


Teacher Development Programme (TDP) In-Service Teacher Training Activities: Formative Research Report

Report | September 2016
Alexandra Doyle, Zara Durrani, Fatimah Kelleher, Joanna Wallin

This report provides an in-depth qualitative description and analysis of how the Teacher Development Programme’s (TDP’s) in-service activities have been implemented in its Phase I, with the development of a series of formative lessons and recommendations that will help the design and implementation of Phase II of the programme.


Primary School Teachers in North-Western Nigeria: Policy Goals, Objectives and Challenges

Report | May 2016
Victor Steenbergen, Peter Sam-Hill

This report provides a summary of evidence from a study on the major issues facing primary teachers in the North-West of Nigeria. This is based on a synthesis of studies carried out over three years by the research consortium EDOREN (Education Data, Research and Evaluation in Nigeria).


Teacher Development Programme (TDP) Impact Evaluation of Output 1: In-service training – Final baseline technical report volume II

Report | June 2016
Sourovi De, Gunilla Pettersson, Robert Morris, Stuart Cameron

This report presents the results from a mixed-methods baseline survey using quantitative and qualitative research methods, to evaluate TDP’s in-service teacher training components in the three phase one states. This report covers the technical and methodological details underpinning this impact evaluation, and further supplementary analysis not appropriate for volume I, and is intended for those interested in methods, detailed statistical results and detailed qualitative background accounts for each case study school.


Teacher Development Programme (TDP) Impact Evaluation of Output 1: In-service training – Final baseline technical report volume I

Report | June 2016
Sourovi De, Gunilla Pettersson, Robert Morris, Stuart Cameron

This report presents the results from a mixed-methods baseline survey using quantitative and qualitative research methods, to evaluate TDP’s in-service teacher training components in the three phase one states. This report presents an overview of the programme and evaluation, and the baseline results for the programme’s treatment and control areas.


Study of ESSPINs Support to Capacity Development in Education in Nigeria

Report | January 2016
Terry Alsop, Ifeatu Nnodu, Stephen Jones, Shefali Rai, and Michael Watts

This report outlines the findings of a study of the support provided by the Education Sector Support Programme in Nigeria (ESSPIN) to capacity development in basic education. The study draws on evidence from ESSPIN’s self-assessment reports, the Composite Surveys, which have collected information on ESSPIN’s impact at school level, and other reporting information. This has been supplemented by primary data collection at the federal and state levels; and in four Local Government Education Authorities (LGEAs) and sixteen schools in Kano and Kwara. The study has examined evidence to try to explain the performance and results of ESSPIN’s capacity development activities, and how capacity development at each level has contributed to school- level impact.


Developing Effective Private Education in Nigeria (DEEPEN) Baseline Report

Report | April 2016
EDOREN

This EDOREN baseline evaluation report summarises results from qualitative and quantitative fieldwork and a review of secondary documents. It is accompanied by a more detailed quantitative research report, and will be the base for shorter policy and research summary notes.


The Universal Basic Education Reforms: A review

Briefing Note | March 2016
EDOREN

This EDOREN Briefing Note addresses the trends in access to schooling over a decade, noting in particular how inequalities in access have changed. There is a long history of global and Nigerian studies showing unequal access to schooling due to household wealth, gender, and geographical region. These inequalities, particularly between income groups remain a significant issue in Nigeria today. EDOREN has studied changes at a National and Regional level over time.


New Evidence on Pupil Learning and Teacher Effectiveness from Primary Schools in Jigawa, Katsina and Zamfara

Briefing Note | February 2016
EDOREN

This briefing note presents some of the main findings from the mixed-methods baseline survey. The study used quantitative and qualitative research methods to establish an overview of the current state of school context, pupil learning, teacher effectiveness, school leadership and management for a sample of primary schools in Jigawa, Katsina and Zamfara States. This note briefly presents each of these topics, and will outline potential policy recommendations based on the results.


Inequalities in access to schooling: What are the trends in Nigeria?

Policy Brief | March 2016
EDOREN

This EDOREN Policy Brief addresses the trends in access to schooling over a decade, noting in particular how inequalities in access have changed. There is a long history of global and Nigerian studies showing unequal access to schooling due to household wealth, gender, and geographical region. These inequalities, particularly between income groups remain a significant issue in Nigeria today. EDOREN has studied changes at a National and Regional level over time.


Is the Female Teacher Training Scholarship Programme the best way to get more female teachers into rural schools?

Policy Brief | March 2016
EDOREN

This EDOREN Policy Brief provides an overview of the operational study by EDOREN (Dunne et al, 2014) on the Female Teacher Trainee Scholarship Scheme. This initiative is a component of the UNICEF Girl’s Education Project, Phase 3 (GEP 3), which is funded by the UK Governments’s Department for International Development (DFID).


How many teachers does Katsina need to train and recruit in the next decade?

Policy Brief | March 2016
EDOREN

This EDOREN Policy Brief provides an overview of the report by Bennel et al (2015) on the Supply and Demand for Primary and Junior Secondary School Teachers in Katsina State for the years 2014 to 2025. It projects future demands for teachers under six different scenarios, and draws policy implications for various aspects of teacher training, recruitment and deployment.


The supply of, and demand for, primary and junior secondary school teachers in Katsina state (2014 – 25) 

Report | December 2015
Paul Bennell, Sarah Anyawu and Mulka Dodo

This report provides an overview of the supply of, and demand for, primary and junior secondary school teachers in Katsina State for the years 2014 to 2025. It projects the future demand for teachers under six different scenarios, and draws policy implications for various aspects of teacher training, recruitment and deployment.


Trends of inequality in access to schooling in Nigeria

Report | January 2016
Dr Cora Mezger

Nigeria has long faced the challenge of enabling all children access to education. Yet estimates of the number of primary school-aged children that are out of school differ significantly. This EDOREN report addresses this question by using data from the Nigerian Demographic and Health Survey (DHS) from 2003, 2008 and 2013, to identify the overall number of out-of-school children and over-aged school going children.


The female teacher trainee scholarship scheme: Operational research study for UNICEF Girls Education Project Phase 3 (GEP3)

Report | January 2016
EDOREN Operational Research Study

This EDOREN report assesses to what extent the Female Teacher Trainee Scholarship Scheme (FTTSS) has been able to fulfil its objective of improving the share of female teachers in rural schools. The FTTSS provides scholarships to women in rural areas to get their teaching qualification. In return, they agree to teach in their local, rural school for two years after completing their training. The programme has been operating in Bauchi, Katsina, Niger and Sokoto since 2008 and in 2012, was expanded to Zamfara State as well.


Managing primary teachers in Kaduna and Katsina states

Report | January 2016
Michael Watts and Terry Allsop

This EDOREN report sets out to address how effectively teachers are managed in public primary schools in Kaduna and Katsina. The appropriate management of primary school teachers is key to improving the quality of Nigeria’s basic education. The report focuses on four areas of management:

  • Recruitment and deployment;
  • Pay and remuneration;
  • Training and support; and
  • Aspirations and expectations.

Education data from Nigeria’s national household surveys

Report | January 2016
Dr Cora Mezger

Good data is essential for evaluating progress in education and national household surveys offer estimates of selected education outcomes over time at national, zonal and even state level. However, surveys are not always comparable. To assess the extent of this problem, this report examines published reports, metadata and micro-datasets from recent surveys and administrative data covering education indicators in Nigeria.


Can education markets work for the poor?

Report | January 2016
Masooda Bano, Lee Crawfurd, Rebecca Doherty and Shefali Rai

This EDOREN report provides a review of the ‘Making Markets Work for the Poor’ (M4P) approach used for the Developing Effective Private Education in Nigeria (DEEPEN) Programme. The core objectives of this review are to:

  1. Assess how similar DEEPEN’s approach is to other programmes using the M4P approach;
  2. Compare DEEPEN’s M4P approach with more conventional approaches to improving private education for the poor;
  3. Identify how other M4P programmes have addressed issues of equity;
  4. Map interventions adopted by other M4P type programmes which could be relevant to DEEPEN;
  5. Analyse the monitoring and evaluation (M&E) framework adopted by these other programmes.

What are children in private schools learningWhat are Children in private schools learning?

Policy Brief | November 2015
Rachel Outhred and Ian MacAuslan

This policy brief sets out the findings of an assessment of the learning outcomes of 2,444 pupils in the early stages of primary three (P3) in 358 private schools across four Local Government Areas in Lagos as a baseline to evaluate the Developing Effective Private Education in Nigeria (DEEPEN) Programme.


Teacher Management: Improving teacher effectiveness through better management and support

Policy Brief | November 2015
EDOREN

This policy brief addresses one of the three main teacher policy challenges – teacher numbers, teacher competency and teacher management. It is based on a synthesis of evidence on major issues facing teachers in Nigeria’s basic education sector, drawn from studies carried out by EDOREN (Education Data, Research and Evaluation in Nigeria) in the last two years.


Teacher Competence: Improving teacher effectiveness by building skill and subject knowledge

Policy Brief | November 2015
EDOREN

This policy brief addresses one of the three main teacher policy challenges – teacher numbers, teacher competency and teacher management. It is based on a synthesis of evidence on major issues facing teachers in Nigeria’s basic education sector, drawn from studies carried out by EDOREN (Education Data, Research and Evaluation in Nigeria) in the last two years.


Teacher Numbers: Improving teacher effectiveness by employing sufficient teachers

Policy Brief | November 2015
EDOREN

This policy brief addresses one of the three main teacher policy challenges – teacher numbers, teacher competency and teacher management. It is based on a synthesis of evidence on major issues facing teachers in Nigeria’s basic education sector, drawn from studies carried out by EDOREN (Education Data, Research and Evaluation in Nigeria) in the last two years.


Cover - DEEPEN Evaluation FrameworkDeveloping Effective Private Education Nigeria (DEEPEN) Evaluation Framework and Plan

Note | April 2015
Dr Vegard Iversen, Ian MacAuslan, David Megill, Matthew Powell, and Shweta Bahri

This document sets out a framework and plan for the evaluation of the DEEPEN project, which is being conducted in Lagos from 2013 to 2018. The purpose of the evaluation is first to learn about whether DEEPEN’s innovative M4P approach works to improve learning outcomes in Lagos and in other contexts, and second to provide some formative information to help DEEPEN roll out.


EDOREN Note aidAid to Education in Nigeria

Note | 2015
EDOREN

This EDOREN note is about aid to education in Nigeria from 2000. It summarises aid levels and trends to the extent that the data allow drawing primarily on OECD-DAC sources. It highlights the modesty of aid relative to both educational need and financing from the Nigerian government. It shows the peaks and the troughs of aid commitments reflecting the operational planning and project cycles of major development agencies. The paucity of readily accessible aid data at the State level is noted, as is the weak evaluation base from which to learn strategic lessons from aid supported education programmes.


Cover - TDP evaluation framework and planTeacher Development Programme (TDP) Evaluation Framework and Plan

Report | December 2014
Sourovi De, Ifeatu Nnodu, Alex Hurrell, David Megill, and Ian MacAuslan

This document sets out the proposed framework and plan for the evaluation of the Teacher Development Programme (TDP). There three purposes for the TDP evaluation are: i) to contribute to the implementation of TDP, ii) to ensure accountability for the TDP’s performance, and iii) to learn from TDP what works in improving teacher performance in other contexts (in Nigeria and elsewhere).


Cover - FTTSS Database and Tracker SurveyFemale Teacher Trainee Scholarship Scheme (FTTSS) Database and Tracker Survey

Report | June 2014
Paul Bennell with Aishatu Muhammad Chadi, Aisha Abdullahi Chinade, Hauwa Maijiddah Mohammed, Maryam Sada Abdullahi, Fatima Jella Sulaiman, Kolo Hauwa Mamman, Hadiza Salihu Koko, Ubaida Bello Muhummad, Maryam Mohd Danhaladu Gusau, Shafa’atu Musa Mafara and Shefali Rai

To facilitate the effective monitoring of the FTTSS, EDOREN created a database that records relevant facts about awardees’ background, academic performance and employment outcomes. The key goal is to monitor whether awardees complete the teacher training course and go on to teach in a rural primary school in their designated Local Government Area for at least two years. This report describes the key features of the database, the methods used to collect data and the outcome of the tracking exercise. It then analyses the main findings to date.


Issues of access, quality, equity and impact in Nigeria: The EDOREN review of literature on basic education

Literature Review | November 2015
Sara Humphreys and Lee Crawfurd

This literature review examines the findings of empirical studies from between 2000 and 2013 that relate to factors affecting educational access, quality, equity and impact in basic education. It also considers related grey literature and policy documents. Most of the literature refers to public primary education, predominantly in northern Nigeria, with an emphasis on girls’ education since this has been the focus of recent development efforts, which have produced most of the available documents.


Cover_Education-data-from-household-surveysEducation data from Nigerian Household Surveys – Research Summary 01

Research Summary 01 | May 2014
Shefali Rai

This Research Summary outlines the approach, findings and recommendations of a review of education data collected from national household surveys in Nigeria. The review assessed the comparability of published survey data and the extent to which it can be used to draw inferences about changes in educational outcomes at the state and national level over time.