CODE Research Report

EGR

Research Report:

School Based Management Committees (SBMCs) Policy and Practice in Bauchi and Sokoto States

Motivation

INDEX

Data

Recommendations

Motivation

01

Education

01

Methodology

Policy Review and On-Field Data Collection

• Two-Tier System for Policy Documents on legal framework and institutional support for ERG and Community Structures.

• On-Field Data collection across a cross section of schools in Bauchi and Sokoto State (Survey in colaboration with Social mobilization Departments, SUBEB, Learn to Read PCLs)
• Engagements with existing community structures to understand complexities
• Goal: to understand what state specific and community structure (i.e., SBMC) policies and implementation experiences are in place and identify existing gaps as they relate to improving EGR in schools from an SBMC stand-point

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01

Samples Schools

Location

Sokoto

Bauchi

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01

Early Grade Reading

Bottom-Top Approaches

-- Guided by the desire to improve community ownership an increasing number of states in Northern Nigeria understand and have adopted strategies for community involvement in basic education development. --Sokoto State (for instance) was one of the pioneers to get support towards the establishment of 28 SMCs (School Management Committees) in 2004 -- National SBMC Policy Provides the framework -- Private sector support (Oando AASI in Bauchi and Sokoto evaluating over 1700 SBMCs)

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01

Problem with SBMC practice

Previous Studies

Inclusion & Finance

Poor understanding of roles

Membership

Assessments also revealed a low level of participation by women (7 percent) in most SBMCs surveyed, while funding (at the federal and state levels) and further training for SBMCs activities were almost non-existent

SBMCs were appointed unilaterally by head teachers, and existing Parent Teacher Associations (PTAs) felt their influence weakening due to the existence of SBMCs

already existing and newly formed SBMCs had poor understanding of their roles and responsibilities, along with exploring means for resource mobilization and school development plan strategies

+ Info

+ Info

+ Info

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01

Understanding Requires Further Input

Your views provide further contextualization

80% of scientific research and understanding in areas of:

School Development Plans; Usage & Presence of Learn Materials; Teachers Training; other community learning support structures

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02

Data

Policy Gaps and On-field Data

02

Data

Bauchi and Sokoto States

SBMC

Policy

Bauchi State: Need to further contextualize the National Policy to reflect the realities in the state. Sokoto State: Need to review existing policy in light of current realities (last policy was in 2017). (Min: 5 Years review)

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02

Data

Contextualize your topic

Checklist

School Monitoring (e.g. Digitalized)

The development and application of a school monitoring checklist to be administered frequently by the SBMCs, can help provide timely and adequate information for relevant partners on prevalent conditions existing in schools towards improving EGR outcomes.Sokoto State: policy documents on SBMC (in Sokoto) did not cover a prescribed template for frequent school monitoring Such a checklist could be developed among SUBEB, LGEA, Headteachers, and SBMC towards reporting for key performance indicators quarterly (or an agreed upon timeframe

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02

Data

School Development Plans, SBMCs and Resource Mobilization

"...the process for creating a school development plan and resource mobilization still remains an abstract concept to some SBMCs and schools in Bauchi and Sokoto states"

Simplification of the process

70%

Step-by-step process in articulated in policy

Policy document do not provide further clarity on steps and support systems to assist SBMCs in resource mobilization to support SDP and/or School Improvement Plans (SIPs)

50%

local artisians - as a source of finance

30%

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02

Functionality of SBMCs

Bauchi and Sokoto State

Bauchi: Sample Size: 353 Schools

31 Percent non-functional

68 percent SBMC functional

Sokoto: Sample Size 343 Schools

11 percent non-functional

89 percent SBMC functional

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02

Bauchi: SBMCs involved

Average sampled schools per LGA

participation in learning outcomes

Use timelines to tell stories in an orderly, hierarchical, structured, and concise way. These are the four pillars for giving a successful presentation.

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02

Sokoto: SBMCs involved

Average sampled schools per LGA

participation in learning outcomes

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02

Teachers' & EGR

Training, Understanding and Usage of EGR materials

Teacher Training

In a bid to further improve teachers’ understanding and usage of EGR teaching techniques, government education authorities need further engagement with these teachers (formal and informal) to promote understanding and build capacity for using these material. (e.g. Clusters)

Usage of EGR Teaching aids

although responding positively to questions on the use of teaching and learning materials, could not give specific examples of some of these EGR materials and techniques without further explanation

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02

Inclusion: SBMC Policy

Women and other interests

However, while women and girls constitute part of the SBMC structures (40 percent as provided by the national policy)

Should members be "apolitical"?

there exists further opportunity for women (i.e., representatives of women or representatives of the community development association) to have their child in the school that hosts the SBMC

While on-field data cannot tell if Head Teachers are directly appointing members of the SBMCs in Bauchi and Sokoto States, there is a need for LGEA and community members to discourage such practices if they exist. The issuance of appointment letters stating SBMC members’ ToR and expected responsibilities under the supervision of LGEA might checkmate such practices if they exis

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02

Strategies for Inclusion

in SBMCs for Bauchi and Sokoto

90%

50%

advocacy visits to head of households

On-field observations and experiences showed that fewer women participated as members of SBMCs in some schools and LGAs, and fewer even occupied executive positions.

85%

80%

community visits to traditional leaders

More discussions during meetings to diverse strategies

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02

Inclusion

Children living with disabilities

Teacher support

Reading corners

State Support

support to teachers and parents to cater to the educational needs of children with disabilities (e.g., collaboration with parents, peer tutoring, and differentiated instruction)

SBMCs can take up roles of either collaborating with parents for extra classes (or lessons) using reading corner like approaches

State governments can support these activities with the provision of extra learning materials and teacher support based on population in these reading corner

SBMC policies in Bauchi and Sokoto States need to consider strategies for improving attendance rates and the inclusion of children living with disabilities in schools

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02

Safety

SBMC Knowledge sharing

The SBMC policy is silent on this and provides further opportunities to use school safety initiatives to improve school attendance

Students

frequent school safety training: by learning strategies adopted by other SBMCs in high security areas partnerships with local community security outfits to provide timely and relevant information/intelligence with regards to threat area SBMC resource mobilization toward the construction of a school fence or makeshift fencing with tree trunks and sticks can form part of monthly community activities to fortify school safety

Community

Teachers

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02

Data

Categorization of safety issues across sampled schools: Fence, Seperate Toilets (girls, boys, teachers); water

Physical School Safety

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03

Recommendations

03

Sustaining Community Interests

Awareness Creation

Community Drama

Communication

Townhall Meetings

Partnerships

The activities of SBMCs depend a lot on their ability to ensure and sustain community interest and participation

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04

School Monitoring Teams

Renewed Committment

Track & Monitor

Data-Driven Advocay

Empirical Evidence

tracking, monitoring, and demanding accountability ffrom all stakeholders at different levels

With data to drive advocacy, the SMTs can work closely with SBMCs to show areas for improvement and drive change

SMTs have worked to improve SBMCs in other states (e.g. Kaduna)

CDCs and other community structures can leverage of their activities

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Thank You

www.connecteddevelopment.org

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With Genially templates, you can include visual resources to wow your audience. You can also highlight a particular sentence or piece of information so that it sticks in your audience’s minds, or even embed external content to surprise them: Whatever you like! Do you need more reasons to create dynamic content? No problem! 90% of the information we assimilate is received through sight and, what’s more, we retain 42% more information when the content moves.

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