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Real life drama in

‘Hannu Diyawa’, is a new community theatre production generating support for school improvement and community engagement work in the northern states. ESSPIN is collaborating with the Social Mobilisation Departments in the SUBEBs to present the drama. The play was performed in communities in , Fagge and Local Government Areas (LGAs) in from 15 February to 3 March, 2011. The project is being implemented by Youth, Adolescence, Reflection and Action Centre (YARAC) from Jos with Kano-based actors – some well known in northern . It is designed to sensitise people to quality basic education issues such as poor infrastructure, girl-child Above ‘Hannu Diyawa’ education and community involvement. It challenges being performed communities to take responsibility for what happens in for a community in schools and to work for a better deal for their children. Kano State. Continued inside on page 2. about news us

Organisational profile Continuation from cover Above Real life drama in Kano – Cast of the community ESSPIN is one of a set of State theatre in Kano. Level Programmes (SLPs), funded by the UK Department The play tells the story of stubborn for International Development and suspicious Gagarau who, (DFID), which work on governance, accountability and the delivery seeing no value in education, sends of health and education services. his daughter hawking and mocks ESSPIN supports federal and state the efforts of his friends to improve authorities as they work both to Challenge Fund to boost the local school while thinking they reform the governance of education education in Enugu State and to improve the quality of are plotting against him. When education that children receive. he is forced to realise that his family ESSPIN has introduced a Challenge and friends have been trying to ESSPIN is a partnership between Fund scheme in Enugu to help poor the Nigerian Government help him and it is his daughter’s self- parents to send their children to and DFID. The six-year programme education that creates an opportunity (2008–2014) supports federal school. The Challenge Fund is intended for his own advancement, he and state governments – in Enugu, to increase school enrolment and Jigawa, Kaduna, Kano, Kwara becomes an enthusiastic advocate completion. The Catholic, Anglican and – in their efforts for supporting the school and to develop effective planning, and Methodist Education Secretariats enrolling his children. financing and delivery systems in Enugu State have been selected that will improve the quality of basic education. Large crowds of several hundred to implement the Challenge Fund have turned up to watch the play. in mission schools. ESSPIN supports simultaneous In the final scene the audience action on multiple fronts. Support The Challenge Fund amounts to suddenly find themselves part of for schools is accompanied by £100,000 (N24m) per annum and support for communities, support the action as Gagarau turns to them is intended to provide access to for state and local government to ask what they are doing to help and support to develop federal basic education for 1,200 pupils per educate their children and lively laws, policies and budgets. annum for two years. Those eligible debate ensues. ‘I am like Gagarau for the funds are new entrants into ESSPIN is managed by was,’ said one father, ‘but I too a consortium of partners led by Primary 1–3 and pupils who have can change’. Cambridge Education, a member dropped out of school as a result of the Mott MacDonald Group. ESSPIN’s Community Theatre will of poverty within the past two years. tour Jigawa and Kaduna in May. The 30 selected schools are drawn from Udi, Ezeagu and Agwu LGAs in Enugu State. The scheme is a pilot to be replicated by the government and other stakeholders. Mrs Patricia Ofonabo, the Supervisor of Schools of Enugu State Catholic Mission Education Secretariat, expressed her delight at the launch of the scheme, ‘I’m overjoyed because it is a programme that impacts on the poor. I believe it will succeed’.

ESSPIN express Transforming basic education

www.esspin.org Right ‘Gbagan-Gbagan is a call to Alhaji Mohammed everybody. I hope the government Dadi at the launch of the one of and other stakeholders are the boreholes in listening and consequently draw . up implementable policies to solve the collapsed education system in Nigeria’. Alfred Victor Ayodele State Umuahia, Abia

Potable water to boost education Above ESSPIN launches ‘Gbagan- in Kwara State Recording a scene Gbagan’ in Hausa and Yoruba for the ‘Gbagan Gbagan’ radio programme. 19 boreholes have been constructed The new vernacular version of across the 16 LGAs of Kwara the radio drama in Hausa, ‘Galan- State as part of ESSPIN’s ongoing Galan’, is on Radio Nigeria, support to the State government. Kaduna at 9:15 am on Thursdays Putting water and, importantly, and repeated at 7 pm on Sundays. Improving the school environment sanitation into a relatively small The Yoruba version, ‘Gbagaun- through better water and sanitation number of pilot schools is part of Gbagaun’ is on Gateway Radio, makes schools more child-friendly a more comprehensive whole-school Abeokuta at 6:15 pm on Saturdays. places in which to learn. This development process. As with is important in terms of enrolment much of what ESSPIN does, and keeping children attending. UBEC partners with ESSPIN the water and sanitation component There are benefits to child health on implementation of SBMCs in is about showing by doing – both (which improves attendance), public schools the benefits and the process of and better learning because less managing resources. time is spent collecting water. The Universal Basic Education Officials of Kwara State Universal And hydrated brains work better. Commission (UBEC) and ESSPIN Basic Education Board (KSUBEB) are partnering to create School- The benefits of clean water have been instructed to monitor Based Management Committees and sanitation are greater for girls the use and maintenance of ESSPIN- (SBMCs) in public schools in Nigeria. who carry more of the burden supported boreholes. The partnership recognises of water collection and are more the critical role that SBMCs play At Etsu Abdullahi Primary School inconvenienced and vulnerable and their potential in ensuring at Tsaragi in Patigi LGA, Alhaji when out in the bush. Better the success of the UBE programme Mohammed Dadi, KSUBEB member, menstrual hygiene and the need for the attainment of Education for reported during the commissioning for privacy is a particularly important All. ESSPIN supported an inter- of the boreholes, ‘Our children consideration for teenage girls. active session with stakeholders now walk just a few metres to As Alhaji Dadi led delegates from from UBEC, Kaduna SUBEB, SBMC get drinking water. I promise you Kwara SUBEB to the commissioning focal LGEAs and Civil Society that any SUBEB officer going of the boreholes, he added ‘ESSPIN Organisations (CSOs) in order to share to Patigi for whatever reason, must has provided us with the basic the SBMC development process. stop over to check this borehole amenity we have desired for a long and make sure it is working time. I do not know what we would perfectly. It is now the school’s have done without ESSPIN and we property and if anything goes will continue to ask for more’. wrong with it, the school will be held responsible’. Mrs MM Yunusa, Head Teacher of Etsu Abdullahi Primary School, said the school had been battling with the problem of access to potable water for so long and pledged continuous maintenance of the borehole ‘in the interest of the school and community’.

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In schools

Kano State Kwara State Enugu State

Classroom teachers in Faragai Teacher quality improvement in There is excitement among teachers Central Primary School, Albasu LGEA, Kwara is about improving levels of and communities that will benefit have changed the seating arrangement literacy and numeracy. Since 2009, from ESSPIN’s support to Head of their 1,500 plus pupils, to suit 5,802 primary 1–3 class teachers Teachers. At Central Primary School, the child-centered lessons, pair- and 1,440 Head Teachers have Nachi, a teacher, Mr Udeh said and group-work methods that they received 8 days training in literacy ‘Teachers go for in-service training learnt during SSIT training. Since the and numeracy, 2,911 (assistant) in turns. If you are lucky you will training ‘the attendance of girls has Head Teachers have received between attend once in 3 years. ESSPIN’s increased from 60% to 95%’ enthused 3 and 9 days of school management regular and continuous Head Head Teacher Ibrahim Ismaila. training and 290 School Support Teacher, teacher in-service training Officers (SSOs) have received 45 days and support will be of tremendous of training and support to enable them help. Teachers will be able to help carry out their job more effectively. children to learn better and measure More than N300 million of state funds up to expectations’. have been leveraged for this training and support programme so far.

In communities

Lagos State Jigawa State Kaduna State

In Ojo LGEA, water transport is In Gabasmari Primary School – Communities have been sensitised a challenge for the 15 school teachers with the intervention of the School and SBMCs recomposed according and 1,000 pupils in a cluster Improvement Programme – the to the State adopted policy of 8 Primary Schools including school community has begun guidelines in Kaduna in 165 school Local Authority (LA) Primary School, to show interest in the education of communities. 2,839 SBMC members Irewe, supported by ESSPIN. SBMC their children. The community has have been trained and are being advocacy facilitated the provision supported the collection of locally mentored by 35 members of civil of two speed boats by the Ojo available materials and improvised society and government partners. LGC Chairman. The Baale of Imuden, teaching aids to support the Following the trainings, the SBMC the chairman of SBMC Cluster 2, participatory learning. The school in Kurmin Mata, Kachia LGEA, started and the Parents’ Forum were attendance increased from 16 to 80 constructing a block of two class- instrumental in the construction pupils (45 boys and 35 girls). rooms. They applied for support of a temporary shed to address from the Area Development Authority overcrowding in LA Primary School 2, after the roofing stage. The request Ilogbo Elegba. SUBEB has included was approved and the building was the schools in the list of schools completed and painted. benefitting from the UBEC intervention infrastructure fund.

ESSPIN express Transforming basic education

www.esspin.org ESSPIN Briefing Note

Access and Equity

Introduction What is ESSPIN’s approach?

Inequalities in educational opportunities ESSPIN takes a cross cutting and exploratory stem from the way education is organised, approach at all levels in the education system. policies, unwritten rules, and the attitudes The aim is to find ways to reduce inequality of both those who provide education and give all children opportunities for education. and of the parents, families and communities State governments are key partners in who send their children to be educated. identifying areas where changes can be made. For example, facilities for children with disabilities are limited, and prevailing attitudes Strategy mean that far more boys than girls acquire post-primary education in the North, The first step in developing a strategy to whereas more boys drop out in parts of address access and equity is to understand the South East. the issues – what educational opportunities All states working with ESSPIN commit to children have, and whether or not all children improving access and equity in basic have equal opportunities. ESSPIN therefore education, and to reducing gender inequality. supports the development of Education All states, to a greater or lesser extent, Management Information Systems at involve civil society in making plans to address federal and state level and the gathering access and equity, integrate gender issues of relevant data on schools and the children in Medium Term Sector Strategies and who attend them. A key component of this use data disaggregated by sex in annual work is to help ministries of education conduct education performance reports. a comprehensive national Annual School Census covering public, private and faith based schools. To get an even better under- standing of school attendance, ESSPIN also assesses how many children attend schools outside the formal education system, as is particularly the case in northern Nigeria. This information provides an overview of the extent to which government, the private sector, religious groups, non-government and civil society organisations collectively meet or do not meet the educational needs of different groups of children. ESSPIN then works with the various education providers to find ways to fill significant gaps. Support for access and equity Inclusive education ESSPIN is working with state governments Planning and costing and civil society to give excluded children better As reliable and accurate data becomes educational opportunities. The starting point available, ESSPIN is helping states to develop is to guide states through the process of strategies, for example, to improve school gathering information on the number of children attendance of girls and children who are currently with disabilities in a sample of Local Government excluded such as those with disabilities. Education Authority districts and to catalogue ESSPIN guides government staff through the types of disabilities. Based on this research the process of analysing data on the enrolment and analysis, ESSPIN then helps teams of of girls, deciding which schemes to get girls government and non-government staff to train into schools and keep them there have teachers and school administrators in more been successful, and working out detailed inclusive approaches to education. plans and costs for scaling up successful approaches and feeding them into Medium Future challenges Term Sector Strategies. Planning, accountability and capacity are Cash transfers significant challenges to access and equity ESSPIN is working with in education in Nigeria. ESSPIN needs to develop a scheme of cash payments to to show both government and the public families to improve girls’ attendance at school. that collecting and analysing data, using ESSPIN helps states develop ways to involve the information to make plans and using plans communities in choosing recipient families to decide where to allocate the education for cash transfers and in checking that girls are budget, pays off in better access and equity in fact attending school. in education. Better planning and budgeting will only result in better education if those organisations responsible for putting plans into action, governments, the private sector and civil society, are systemically strengthened and develop the necessary skills. The challenge here is to help build capacity throughout the education sector.

ESSPIN support for access and equity in education

Collecting robust Annual School Census Information on unregistered Surveys of public attitudes data on the current private schools to state, Islamiyya, Quranic situation: Censuses of Islamiyya, and Tsangaya schools Quranic and Tsangaya schools Annual education performance reviews Analyses of data

Using information Helping states turn access Meeting with private schools With the Partnership for in planning and and equity objectives and private school associations Transforming Health Systems costing Medium Term in education sector plans to discuss the roles of 2 (PATHS2) creating Sector Strategies: into detailed Medium Term public and private education, opportunities for civil society Sector Strategy work plans and to identify issues private organisations experienced and budgets schools wish to raise with in gender policy issues, working state governments with government and results- based planning to take part in state Medium Term Sector Strategy planning processes and supporting their involvement

Identifying ways With the State Accountability Developing check lists for Guiding use of annual education to target excluded and Voice Initiative (SAVI) government staff to see how sector performance reviews groups of children: advocating for mainstreaming effectively state Medium to reduce gender inequalities gender issues in Medium Term Term Sector Strategies address Sector Strategies gender inequalities ESSPIN Briefing Note

School Improvement and Teacher Professional Development

Introduction Strategy

The scope for improving the quality of ESSPIN starts by arranging meetings, education in Nigeria is enormous. Better school work- shops and seminars for key education administration, good buildings and facilities, policy and decision makers in each state first-rate teaching standards, appropriate to discuss their particular needs and teacher training, fair salaries and clear career what can be done within the directions paths for education professionals would set by their Medium Term Sector Strategies. all contribute to giving Nigerian children better These discussions give senior staff opportunities – to become literate, numerate opportunities to seek support from ESSPIN and equipped with the skills to fully take part in particular areas of need. in Nigerian society. In some states improving learning outcomes may mean providing teachers with specific What is ESSPIN’s approach? training focusing on literacy and numeracy and, at the same time, providing training for ESSPIN, recognising that there are no quick head teachers in school management. fixes, takes a radical approach that puts In other states, pilot school improvement schools and teachers centre stage. This schemes may build on existing initiatives, approach simultaneously supports change such as in Lagos where school improvement inside schools – by improving school activities are being linked to a state school management and the teaching and learning renovation programme. taking place in the classroom – and outside schools, by working with communities, state and local governments. In schools

ESSPIN focuses on schools because schools School improvement is about supporting are where children learn. ESSPIN’s approach schools in order to improve student to school improvement takes into account learning outcomes as well as strengthening all the factors affecting schools, both within the school’s capacity to manage change. and outside schools. Within schools this covers Support for school improvement starts management, teaching and learning and the at state level with State Quality Management school environment. Outside schools it means Teams and flows through State School helping decision makers provide schools Improvement Teams to School Support Officers with the resources and services for schools working directly with schools. to work better. State Quality Management Teams Outside schools Senior people from across state education Teacher training systems come together in State Quality Management Teams that lead and manage To address the external factors that affect school improvement. ESSPIN helps these school improvement, ESSPIN helps states teams sharpen the skills they need to drive review teacher training colleges, develop plans school improvement forward. The State to improve teacher training and integrate these Quality Management Teams direct the work plans into Medium Term Sector Strategies. of State School Improvement Teams. Political will to translate plans into action, reform colleges and curricula, and match college State School Improvement Teams intakes to demand for teachers, varies between The State School Improvement Teams are states. ESSPIN helps prompt dialogue on made up of 20 to 30 people seconded, initially career paths and salary scales, and how they for two years, from across the education link to professional development. sector, for example lecturers from teacher training colleges and universities, head teachers School environment and inspectors. The State School Improvement Children need a school environment that Teams, after training, begin guiding and encourages learning. This means appropriate supporting head teachers and School Support school buildings and facilities. ESSPIN involves Officers through a two-year learning-by- State Universal Basic Education Boards doing programme. They also lead a modular and communities in pilot school construction training programme for classroom teachers. projects, in planning and constructing cost- The State School Improvement Teams coach effective classrooms, safe water supplies and mentor head teachers to improve their and toilets. These pilots serve as models for leadership and management skills. The teams, other schools to follow. with the School Support Officers, also provide ESSPIN also involves State Universal Education an advisory service that both head teachers Boards and community self-help groups in and classroom teachers can call on. leveraging ESSPIN grants to implement school School Support Officers are located in development plans. each Local Government Education Authority (LGEA) and provide advisory support to Future challenges schools. Close links between the School Support Officers and the quality assurance High level political support for translating services in the LGEAs ensure that advice plans into action is vital for transforming schools. to schools is related to the school inspection Where state commissioners drive change, process, and addresses specific needs progress is rapid and states implement and deficiencies. and fund changes. Where political support is weaker, ESSPIN takes a two-pronged approach, encouraging change champions in middle and senior management to drive change from within, as well as directly approaching political leaders.

School improvement process

ESSPIN/State Ministry of Education support

Support

State Quality State School School Support Head Teacher School Management Team Improvement Teams officers

Support

ESSPIN/State Ministry of Education support Writer Taiye Alagbe casestudy Knowledge Management Officer, Lagos

The professional development of Head Teachers and teachers is essential for effective and efficient management of resources within schools and to deliver high quality education.

Providing quality education – Above The SSIT programme has placed School SSIT member, three other schools under Mrs Aremu explaining Improvement Team (SSIT) a point to a Head Mrs Aremu’s supervision – Ajenifuja Teacher. In the Primary School, Ansar-Ud-deen ‘If the school improvement strategy background a parent primary school and Araromi Primary is bringing her of solving problems in our schools child to school for School all in Mushin LGA. These continues, a lot will be achieved which enrolment. schools have benefited from the will have positive impact on the SSIT training package ESSPIN has academic performance of the present developed. The schools, in turn, and future generation,’ says Mrs have encouraged the community Aremu. As a member of the Lagos to participate in the development of State School Improvement Team Mrs Aremu is happy that pupil the schools through the SBMCs. (LASSIT) she has the responsibility enrolment has now increased and The SSIT is established and co- for training and supporting Primary parents are moving their children ordinated by the State government School Management personnel from private primary schools to Kusoro and the outcome is expected to to improve Head Teachers’ capacity Primary School, one of the State be the basis for a State-wide practice to lead and develop their own primary schools she is supporting. benefiting a total of 445,000 children schools into effective schools that in State primary schools as the pilot will produce successful pupils who ESSPIN is partnering with a hundred school improvement programme are literate and numerate. pilot schools in Lagos State to improve the quality of education in is rolled out across the State. Many From Mrs Aremu’s first year working primary and junior secondary schools. more children currently outside the with Kusoro Primary School, the Mrs Aremu knew from her years system also stand to gain as they are Head Teacher now has the capacity of teaching experience that Head attracted to schools offering a better to lead and develop the school Teachers had difficulty balancing quality of basic education. properly, the class teachers now their roles as administrators and ‘Looking back to the achievements use child-centered teaching academics. The lack of in-service made so far by the SSIT, Head methods and the SBMC of school support to teachers has been a major Teacher and the community at large, and community representatives factor in poor pupil performance during there is no doubt that the vision is now functional. the nine years of basic education. (Millennium Development Goal 2) ESSPIN has helped SSITs train over for learning would be achievable,’ a hundred Head Teachers and Mrs Aremu adds. their deputies in the areas of leading and developing their own schools, and a comprehensive programme of teacher training is underway.

page 4/5 Writer Fatima Alkali casestudy Knowledge Management Officer, Kano

Conditional Cash Transfers Right (CCT) targets girls from Fathers recieving grants on behalf poor communities who need of their daughters. assistance to secure their education and well-being.

Conditional Cash Transfers – A longer school career benefits A Ray of Hope the girl’s future family, and is associated with lower maternal Bilkisu Jamilu grins as she effortlessly and child mortality. For many completes in English her section families, CCT now offers hope for of the consent form allowing ESSPIN a better future, where previously to take and use her photograph. there was none. Her chirpy banter with her mother Asked about the CCT programme, and sister point to a warm family Bilkisu says ‘the money will help relationship. Her uniform is clean my parents to tend to some of and her nails cut short, but her rubber our educational needs. Even though sandals are patched, a size too Above it will not be able to cover all small and covered with the infamous Bilkisu and Zaliha Jamilu, proud the costs, it will certainly ease the Harmattan dust of Kano. CCT recipients. burden, as there are ten of us’. Bilkisu (12) and her sister Zaliha (10) Bilkisu’s and Zaliha’s mother, are beneficiaries of the Kano Hauwa, says that the CCT money CCT programme for Girls’ Education: will provide uniforms and exercise the first of its kind in Nigeria. books for her girls. She has a son CCT is a three-year pilot to support CCT targets girls from poor at university and vows that against girls through upper primary and communities who need assistance all odds, one day her daughters junior secondary years. In partnership to secure their education and will also attend tertiary institutions with the Kano State Government, well-being, and who might come and attain their full potential. ESSPIN (DFID/UKaid) and the to harm if forced into street hawking World Bank SESP, 2,500 girls from to eke out a living. Enrolment, The girls’ school, Thimarul Quran the three ESSPIN-supported Kano attendance and performance are Islamiyya Primary School, has LGEAs currently meet the criteria the key conditions for remaining in also benefited from the ESSPIN water to benefit from the programme the cash transfer programme. and sanitation programme, with (amongst 11,000 registered across a functional borehole in place and CCT should increase the transition the state). toilets under construction. rate of Kano girls to Junior Secondary School, which is currently 10% lower than that of boys. Secondary education can help empower girls with knowledge and skills to raise their prospects, stabilise family finances and improve their self-esteem.

ESSPIN express Transforming basic education

www.esspin.org Writer Blessing Giwa casestudy Knowledge Management Officer, Kaduna

Left and below Child-centered learning methods in literacy and numeracy have ESSPIN is helping to been introduced. develop professional and competent teachers and Head Teachers.

State School Improvement Reflecting on her own professional Team (SSIT) leading the way development, she says ‘I was in Kaduna supposed to train future teachers, I couldn’t tolerate any performance ‘There has been remarkable below average, but now I’m improvement in attendance and more sympathetic towards slow punctuality on the part of teachers learners so they are happy and pupils, because of the child- participating in class activities centered learning methods we and I’ve seen improvements’. have been introduced to,’ says This teacher training initiative is Mrs Christiana Allahmagani, Head part of ESSPIN’s contribution Teacher at Sabon Gari School. to helping the Nigerian government She added, ‘The training has also improve teaching and learning in helped to build good working schools using available resources. relationships between Head Teachers, Schools are at the heart of teachers, and Local Government ESSPIN has also provided support ESSPIN because they provide the Education Authority staff’. visits to strengthen Head Teachers’ environment in which children learn. capacity to carry out school ESSPIN worked with the recently Quality schools are staffed by based tasks. The Head Teachers formed Kaduna SSIT, drawn quality teachers. Current training were trained on leadership, school from the local Gidan Waya College and career development of teachers management, School Self Evaluation, of Education, to provide new modular in Nigeria provide teachers School Development Planning in-service training for about with few incentives. Well-structured and delegation of duties to colleagues. 250 District Education Officers, career development plans and Teachers will soon be included District Education Supervisors performance-based incentives, in the programme. and Head Teachers. together with changes in the way Bibiana Deshi, lecturer at Gidan principals and teachers are selected Waya and a member of the SSIT and made accountable to parents in Kaduna, thinks she is now a better and the communities they serve, lecturer, mentor, and supporter to will help improve the quality of Head Teachers, teachers and LGEA education for Kaduna’s 1 million staff. With the new skills acquired from primary school children. ESSPIN, Bibiana is able to organise small scale training for Head Teachers and teachers using the ESSPIN developed modules. 43 Head Teachers in schools in Kachia district have benefited from Bibiana’s input.

page 6/7 contacts www.esspin.org

National level State levela

National Programme Manager ESSPIN Abuja ESSPIN Enugu ESSPIN Kano Ron Tuck Abia House, Plot 2, 8 Suleiman Crescent, [email protected] 1st Avenue, Coal City Garden Estate, Off Ahmadu Bello Way, Off Ahmadu Bello Way, GRA, Nasarawa GRA, Deputy Programme Manager Central Business Area, Enugu, Kano State Abuja Enugu State Kayode Sanni State Team Leader [email protected] Telephone State Team Leader Jake Ross 080 5800 8284 Pius Elumeze [email protected] Technical Team Co-ordinator [email protected] Stephen Baines SMS 070 6347 9077 ESSPIN Kwara [email protected] ESSPIN Jigawa Kwara State Library Complex, Email Plot 212, 1 Sulu Gambari Road, [email protected] Nuhu Muhammadu Sanusi Way, , Off Kiyawa Road, Kwara State Website Dutse, www.esspin.org Jigawa State State Team Leader Emma Williams State Team Leader [email protected] Mustapha Ahmad [email protected] ESSPIN Lagos Desiree Plaza, ESSPIN Kaduna 2 Opebi-Sheraton Link Road, 23 Ishaku Road, Off Mobolaji Bank Anthony Way, Off Rabah Road, Ikeja, Malali GRA, Lagos State Kaduna, Kaduna State State Team Leader Gboyega IIusanya State Team Leader [email protected] Stephen Bradley [email protected]

Credits

Editorial/Design Photography Page 6 Fatima Alkali ESSPIN KM staff Cover/page 2 Richard Hanson Tor J Iorapuu Page 7 Page 3 Jide Adeniyi-Jones Gbenga Adebola Flint productions

Page 5 Taiye Alagbe