COVID-19 response

Allocation: US$15 million

Years: 2020-2021

Grant agent: UNICEF

Key documents:

The US$15 million COVID-19 grant supports:

  • 16 states, representing 63% of schools and nearly 70% of children enrolled in school. The Federal Ministry of Education has developed a COVID-19 Education Sector Strategic Framework available on its online portal, enabling states to adapt materials and develop specific response strategies
  • access to diverse remote learning programs appropriate for each context, through state-level radio and television-based education programs, printed take-home activity books, worksheets and assessment cards
  • safe school operations with psychosocial support, access to children with special needs, provisioning WASH and hygiene supply to schools, back-to-school campaigns
  • enhanced systemic capacity and preparedness and resilience to future shocks through capacity building at the state level
  • prioritization of children from the most marginalized groups for the distribution of take-home materials and ICT equipment. They include migrant families, children from refugee communities, Almajiris and IDP camps, children living in poverty and children with special needs
  • strong emphasis on social behavioral mobilization, including sensitization on gender-based violence for girls.

These initiatives are based on the Ministry of Education’s COVID-19 response plan.

In late March 2020, the UNICEF office in Nigeria received a GPE grant of US$140,000 to support the Ministry of Education with preparing a COVID-19 education strategic framework on continuity of learning. An “opening better” school initiative was developed and implemented to mitigate the impact the pandemic on the education and well-being of children.

The funding supports:

  • An online digital platform
  • Strengthening states radio and television education programs
  • Printed take-home materials for students: activity books, worksheets and assessment cards.

The fund helps provide psychosocial support to children and teachers, provision wash and hygiene supplies to schools, and prepare a comprehensive back-to-school campaign and social mobilization to initiate safe school reopening. Efforts are underway to establish a remote monitoring system to measure the progress in learning and effectiveness of the education delivery system.

Education in Nigeria

Nigeria is the largest country in Africa in terms of population and has approximately 20% of the total out–of-school children population in the world. Adding to this challenge is the demographic pressure with about 11,000 newborns every day that overburdens the system capacity to deliver quality education.

In the Northern part of Nigeria, almost two-thirds of students are functionally illiterate.

The states of Jigawa, Kaduna, Katsina, Kano, and Sokoto have shown commitment to improving their education systems, but they face severe challenges including high poverty levels, low enrollment, gender disparities, poor quality and relevance, poor infrastructure and learning conditions.

An additional challenge is the direct threat to schooling, especially for girls, emanating from political insecurity through insurgent activities, and attacks on schools.

Each state created an education sector plan to outline its priorities and objectives.

Jigawa

The Education Sector Strategic Plan highlights four policy objectives:

  1. Improving access and expanding opportunities.
  2. Ensuring quality and relevance of education provision.
  3. Improving educational planning and management.
  4. Ensuring sustainable funding and improved financial management.

The education sector plan also establishes 17 clear initiatives to support these policy objectives, including establishing free education for girls at all levels and free education for all people with special needs.

Kaduna

The Education Strategic Plan 2006-2015 focuses on:

  1. Providing access to good quality schooling to all children of school age, attaining gender parity, and a student-teacher ratio of 40:1 per class.
  2. Raising the quality of education to ensure that students acquire permanent literacy, numeracy, life skills, and cognitive capacity.
  3. Bettering performance in both school and public examinations ensuring better progression rates and higher completion rates for all students.
  4. Improving planning and management of educational services and institutions to ensure effective delivery of education.
  5. Ensuring accountability to all stakeholders including communities, civil society organizations, and the private sector.

Kano

The Education Strategic Plan details numerous targets revolving around 5 main areas:

  1. Ensuring equitable access to basic education through addressing both supply and demand factors.
  2. Improving educational quality through reducing class sizes, increasing the availability of instructional materials, and improving teacher quality.
  3. Expanding technical and vocational opportunities relevant to the needs of industry and local communities.
  4. Gradually increasing education financing and introducing school grants to support school development.
  5. Ensuring that all schools have school development plans, school-based committees, and boards of governors to improve school governance.

Katsina

The Education Sector Strategic Plan emphasizes strategic policy objectives and interventions that address 5 major challenges in its education system :

  1. Inadequate coverage and an unsatisfactory level of access
  2. Poor quality and relevance
  3. Infrastructural insufficiency and decay
  4. Inefficient management and system inefficiency
  5. Non-sustainable funding and adequate resourcing.

The strategic interventions include increasing community participation, increasing advocacy and sensitization, improving teachers’ welfare packages, and providing teachers with re-training.

Sokoto

The Strategic Education Sector Plan prioritizes 4 policy goals :

  1. Improving the learning performance of pre-school children in 23 local government areas.
  2. Contributing to improvement in net primary school, enrollment, retention, and educational attainment.
  3. Providing basic education, vocational, and life skills for out of school children and women through non-formal education.
  4. Increasing enrollment and retention of children.

The sector plan also specifies four key areas of intervention including constructing schools, purchasing essential learning materials, providing equipment and machineries, and capacity building.

Blogs and news

June 05, 2020
Preparing for safe return to school for all
With millions of children around the world at risk of being left behind in COVID-19 education response plans, we need to work on mitigating its long-lasting impact on children’s learning and wellbeing,...
June 04, 2020
Education is crucial to Africa’s COVID-19 response
COVID-19 has presented African policymakers with a barrage of difficult choices. But if governments continue to invest in education alongside health, social protection, and economic-recovery initiatives,...

Latest grant

Overcrowded classrooms and broken infrastructure at Janbulo Islamiyya Primary School, Roni, Jigawa State, Nigeria

Overcrowded classrooms and broken infrastructure at Janbulo Islamiyya Primary School, Roni, Jigawa State, Nigeria

CREDIT: GPE/Kelley Lynch
Development objective: to improve access and quality of basic education in selected states, with particular attention to girls’ participation.
Allocation: US$15,000,000
Years: 2020
Grant agent: UNICEF
Disbursements: US$0

The GPE grant of US$100 million is supporting the Nigeria Partnership for Education Project (NIPEP). The project primarily focuses on supporting the five states mentioned earlier in the implementation of their education sector plans.

The three main components supported by the GPE grant are:

  1. Improving the effectiveness of schools and learning outcomes by providing grants to support school improvement plans and teacher professional development.
  2. Supporting the inclusion of girls in basic education and promoting gender equality through providing cash transfers to encourage girls' participation, scholarships for women to attend colleges of education, capacity-building and operational support on issues affecting girls' retention and gender sensitivity.
  3. Supporting robust monitoring and evaluation, regularizing the annual assessments of student learning, and financing impact evaluations of school improvement grants and girls' scholarship programs.

The federal ministry of education and the ministries of education of the five selected states lead the program in partnership with the World Bank as the grant agent. DFID is the coordinating agency.

Source: World Bank project appraisal document. May 2015

Grants

All amounts are in US dollars.

Grant type Years Allocations Disbursements Grant agent  
COVID-19 2020 15,000,000 0 UNICEF  
Program implementation 2015-2020 100,000,000 85,813,733 World Bank Progress report
Sector plan development 2019-2020 418,000 0 World Bank  
2019-2020 401,667 0 World Bank  
2013 232,961 232,961 World Bank Progress report
Program development 2020-2021 400,000 0 World Bank  
2013-2014 476,992 476,992 World Bank Progress report
2014 78,492 78,492 World Bank  
  Total 117,008,112 86,602,178    
Data last updated: July 27, 2020

GPE has also provided the Civil Society Action Coalition for Education for All (CSACEFA) with a grant from the Civil Society Education Fund, to support its engagement in education sector policy dialogue and citizens’ voice in education quality, equity, and financing and sector reform.

Education sector progress

The graphs below show overall progress in the education sector in Nigeria, and GPE data shows the country progress on 16 indicators monitored in the GPE Results Framework.

Primary Completion Rate (%)

Lower secondary completion rate

Out-of-school rate for children of primary school age

Out-of-school rate for adolescents of lower secondary school age

Pre-primary gross enrollment rate

Gender parity index for out-of-school rate – Primary and lower secondary

Public Expenditure on Education as Share of GDP (%)

Students/trained teacher ratio

Teachers Trained (%)

Source: World Bank - Education Data
Data on education are compiled by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics from official responses to surveys and from reports provided by education authorities in each country.

Last updated June 22, 2020