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EDUCATION NEEDS ASSESSMENT NORTHEAST NIGERIA November 2017

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EDUCATION NEEDS ASSESSMENT NORTHEAST NIGERIA November 2017 JOINT EDUCATION NEEDS ASSESSMENT NORTHEAST NIGERIA November 2017 JOINT EDUCATION NEEDS ASSESSMENT NORTHEAST NIGERIA Contents Acronyms 6 Acknowledgements 7 Executive Summary 8 1) Access to Education.......................................................................9 2) Safety, Protection and Emergency Subjects.................................11 3) School Infrastructure.....................................................................11 4) Teachers.......................................................................................12 5) Response and Community...........................................................13 Recommendations.............................................................................13 1. Introduction 14 1.1 Rationale and Objective of the Assessment...............................14 1.2 Contextual Background..............................................................14 1.3 Impact of the Crisis on Education...............................................17 2. Methodology 18 2.1 Overall Approach........................................................................18 2.2 Secondary Data Review (SDR)..................................................18 2.3 Primary Data Collection Design and Planning............................19 2.4 Assessment Limitations and Constraints....................................25 Joint Education Needs Assessment – 4 Northeast Nigeria 3. Findings 27 3.1 Access.......................................................................................27 3.2 Protection..................................................................................32 3.3 Infrastructure.............................................................................35 3.4 Teachers and Other Education Personnel.................................39 3.5 Response and Community........................................................44 3.6 Emergency Curriculum and Wider Education Opportunities.....45 3.7 Schools in IDP Camps...............................................................47 4. Summary of Recommendations 49 4.1 Humanitarian Priorities for the Education Sector.......................49 4.2 Development Priorities for the Education Sector.......................52 4.3 Validation Workshops: Coordination, Planning, and Advocacy..55 Annexes 56 Annex A: Tables and Charts from Key Informant Interviews 57 A2 Methodology Data 57 A3 Findings 58 3.1 Access........................................................................................58 3.2 Protection...................................................................................65 3.3 Infrastructure..............................................................................68 3.4 Teachers and other Education Personnel..................................76 3.5 Response and Community Support...........................................81 3.6 Emergency Curriculum and Wider Education Opportunities.....86 Annex AX: Key Informant Interview Data at LGA Level................................87 Annex AY: Summary of Analysis for IDP Camp Schools..............................99 Annex B: Focus Group Summaries–Parents...............................................102 Annex C: Focus Group Summaries–Teachers.............................................105 Annex D: Focus Group Summaries–Youth...................................................108 Annex E: Focus Group Listing......................................................................110 Annex F: Profile of LGAs Considered/Included in Primary Data Collection...111 Annex G: Education Statistics from National Surveys..................................113 Annex H: Security Situation during the Assessment.....................................116 Annex I: Assessment Timeline......................................................................117 Annex J: Relevant Attachments....................................................................118 Selected References.....................................................................................118 Joint Education Needs Assessment – Northeast Nigeria 5 Acronyms ACAPS Assessment Capacities Project ALP Accelerated Learning Programme AOG Armed Opposition Groups CCCM Camp Coordination and Camp Management CSOs Civils Society Organizations DNK Do Not Know NEDS National Education Data Survey EiEWGN Education in Emergencies Working Group Nigeria FGD Focus Group Discussion FMoE Federal Ministry of Education IDP Internally Displaced Person INEE Inter-Agency Network for Education in Emergencies JENA Joint Education Needs Assessment JSS Junior Secondary School KII Key Informant Interview LGA Local Government Area MICS Multiple Indicator Cluster Survey NRC Norwegian Refugee Council OVC Orphans and Vulnerable Children PSS Psychosocial Support PTA Parent Teacher Association SBMC School Based Management Committee SDR Secondary Data Review SESOP State Education Sector Operational Plan SSS Senior Secondary School SUBEB State Universal Basic Education Board TLM Teaching and Learning Materials TLS Temporary Learning Space UNICEF United Nations Children’s Fund Joint Education Needs Assessment – 6 Northeast Nigeria Acknowledgements The report was written by ACAPS based on an assessment coordinated by them. The assessment would not have been possible without the dedication and hard work of the Education in Emergencies Working Group Nigeria (EiEWGN) and its partner staff who undertook field assessments. Thanks to the Norwegian Refugee Council (NRC) for hosting the assessment team. The EiEWGN provided valuable technical and logistical support. Thank you to the State Universal Basic Education Boards (SUBEB) in Adamawa, Borno and Yobe for their support along with support from the Ministries of Education in each state. Thank you to the Federal Ministry of Education and the Universal Basic Education Board. Special thank you to the Norwegian Ministry of Foreign Affairs for its financial support and to UNICEF for the ongoing partnership. A young boy answers a question in a temporary learning space at an IDP camp school in Maiduguri, Borno. © JENA Nigeria 2017 Joint Education Needs Assessment – Northeast Nigeria 7 Executive Summary hile over the last 12 months there has been some improvement in terms of education service provision in the three northeast Nigerian states most affected by the ongoing insurgency, there are still significant barriers for many children. The assessment looks at the situation across three main levels of the formal education sector (primary, junior and senior secondary) as well Was analysing the influence of the security situation, and accessibility to livelihoods and a ‘normal life’. The LGA (Local Government Area) security level is used as a unit of analysis to differentiate the situation in areas such as Monguno and Mafa which face severe security constraints (high security level) compared to LGAs, such as Biu and Hong which are almost completely accessible and closer to the early recovery stage of the emergency. Access to education in the high security LGAs is typified by limited numbers of open schools with those that are open often making use of temporary infrastructure, staffed mostly by volunteer teachers. In the lower security LGAs, almost all schools are functioning, but education is hampered by dilapidated infrastructure, overcrowded classrooms, unmotivated teachers, and continuing poverty and hunger. This report reviews the situation within the sector in six major areas based on INEE (Inter- Agency Network for Education in Emergencies) minimum standards. Access to education, the situation of teachers and the conditions in the classroom (including the state of infrastructure and the availability of teaching and learning GPS coordinates of the Damaged classrooms stand schools visited in Monguno empty at a school (currently shows how they are closed) in Konduga clustered around the town © JENA Nigeria 2017 centre with none further out Joint Education Needs Assessment – 8 Northeast Nigeria materials) are each given in separate sections. Protection and safety are also looked at specifically. The final two categories are the response (including community, government, and international agencies) and alternative/additional education options such as non-formal education with a specific focus on adolescent youth. 1. Access to Education In Borno, only Functional Schools 3 out of 16 schools were Large areas of Borno as well as northern parts of Adamawa and southern parts open in Gubio of Yobe remain inaccessible to humanitarian organisations. Local education authorities report no schools are functional in these inaccessible areas and LGA, 8 out of information gathered by this assessment confirmed this picture. 75 in Konduga LGA, 7 out of In Borno, only 3 out of 16 schools were open in Gubio LGA, 8 out of 75 in Konduga 44 in Mafa LGA LGA, 71 out of 44 in Mafa LGA and 9 out of 38 in Monguno LGA. Until the security situation improves in the rural hinterland, functional schools will be limited to the and 9 out of main towns within the worst affected LGAs. In addition, school buildings in several 38 in Monguno of these towns are being used as shelter by Internally Displaced Persons (IDPs),2 LGA forcing the construction of temporary school infrastructure. Enrolment and Attendance The single biggest barrier for most out-of-school children in the northeast is poverty. This finding came out strongly from both the key informant interviews and the focus group discussions. This is not surprising given that subsistence farming is the main occupation of most of the population
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