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 our latest publications, which are some of the outputs of this work

 


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

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

This comparative study presented in this report aims to address these 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 thesame 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 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.

 

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