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KANO STATE MINISTRY OF EDUCATION SCIENCE, TECHONOLOGY AND INNOVATION. GLOBAL PARNERSHIP FOR EDUCATION/ NIGERIAN PARNERSHIP FOR EDUCATION PROJECT (GPE/NIPE) PROJECT PROGRESS REPORT. The Global Partnership for /Nigerian Partnership for Education is a multilateral intervention of $100 M grant to Nigeria, which is notionally allocated to 5 States of Northwest; Jigawa, Kaduna, Kano, Katsina and Sokoto with Kano having a share of $27 m. A. The Project Development Objective is to improve access and quality of Basic education particularly for Girls as well as to strengthen Planning and Management System. The Project became effective in February 2016. Significant changes in terms of increase in enrollment, bridging gender gaps, improved learning Environments, quality delivery of teaching and learning activities as well as improved community participation and school based management are being experienced. In addition, project officers have attended various capacity building trainings. From the total number of 52 technical Implementation team 42 have attended workshops/ training. We are grateful for the state’s initiative in establishing the sustainable structure of the Education Promotion Committee (EPC) in all the 44LGAs Project Coordination, Steering Committee and Technical Teams B. It has been very difficult for us to conduct regular Steering Committee meetings. The Technical Team is composed of 52 professional officers drawn from the Ministry Headquarters, SUBEB, KSSSMB, STSB and QISMB. Each of the 9 component is headed by a director or deputy director with an average of 5memebers including the representative of Dfid. They meet bi-monthly while emergency meetings are conducted as required. The project maintained constant contact with His Excellency the Deputy Governor and Honorable Commissioner Ministry of Education, Science, Technology and Innovation and the State Executive Council was informed on status of implementation. Technical Assistance C. Similarly partner coordination has improved tremendously, having the Ministry of Planning and Budget as the coordinating entity for all World Bank projects in the state, providing fora for discussions and learning on best practice. The number of Development partners has now increased bringing in Pearl (Dfid) Fitila (Dfid) USAID rti and mercy corp (mc author foundation) and DRPC who have agreed to support in the area of M&E/EMIS and SBMC to meet up the challenges within the units. D. The implementation of annual work plan is 80% achieved all planned and approved programmes have been completed with exception of CSO engagements which will be roll over to 2018, SBMC trainings, project office renovation and Maitasa Primary school works which is in process as special intervention . E. Five different contracts were executed and the PPR was conducted by the Bank to determine status of practice. F. As for the financial management, disbursement to all 2016 and 2017 beneficiaries was undertaken and completed with exception of 1a, b 2017 beneficiaries which is about to be disbursed. The challenge has been in the SOE application in which delays in replenishment is experienced causing set back in meeting timelines. An audit exercise was conducted by external auditors and the Bank to determine status. G. Monitoring and Evaluation: the unit collates monthly and quarterly reports and Evaluation of activities from the LGEA monitoring officers. Relevant tools are developed and sent down for collection. The ASC 2016 and 2017 was successfully conducted as well as the tracking of project’s activities. The challenge has been on resources in terms of capacity and personnel more particularly at the LGEA level. There are concrete plans for support on this area from Pearl and DRPC. PROMOTING SCHOOL EFFECTIVENESS AND LEARNING OUTCOMES a) 1. SIG a , a total of 1418 schools of 2016 have received 2015/16 and 2016/17 grants which represent 98% have renovated 1,382 c/rooms, 8,835 furniture, procured 10, 245, 3 seater, 52611 L/materials, 33628 Teaching materials, 1438 school uniform and repaired 648 toilets; it is gratifying to note that a special intervention to Maitasa primary school was extended during the visit of Jaime Saveedra to the school to improve learning conditions, which is ongoing. However, 1355 2017 beneficiaries are yet to receive grants due to insufficient funds as it was the account was replenished on the 14 th of September 2017. Secondly, some of the beneficiary schools have bank issues relating to account number and BVN. 25 schools were assisted by the project to rectify that. However one of the greatest challenges being face is the issue of third party interference and withdrawals to execute school project. The measures instituted to address these includes V Paging withdrawal limit to #100,000, V Retiring the expenditure before subsequent withdrawals V Evidencing of activities undertaken, V Mobilizing relevant government agencies about the exercise to solidify checks and guard against abuses. 2. SIG b , 892 was the target for 2016 that have all accessed their grants, thus achieving 100%. The following were recorded: V 347 C/rooms renovated, 5534 furniture V 4,616 furniture, 49109 learning materials procured V 25,733 teaching materials and 3,890 uniforms provided V 92 dilapidated toilets repaired. The 2017 grant to 1086 beneficiary centers will be disbursed after having the DA account replenished. 3. 1c the Teacher Professional Development conducted trainings to 1350 officers comprising of Quality assurance evaluators, External evaluators SSIT and SSOs. However this year, the target of 11,000 teachers was achieved. In addition, 10 master trainers in Reggio Emilio approach were trained stepping down to 500 ECCD teachers and care givers. Again SUBEB was supported to conduct trainings to 1650 beneficiary teachers and pupils on summer camp in August 2017. The effectual approach of providing training on 3 contacts with follow up in between has further quality assured effective delivery of learning in classrooms. INCREASING ACCESS TO BASIC EDUCATION FOR OUT OF SCHOOL 4. 2a the Girls beneficiary of 2016 were 9993 from the target of 7000, additional 4238 balance of the remaining girls in p2 were identified and validated in 2017, while 30460 p1 were identified and validated. The disbursement to 41691 beneficiaries was concluded on the 18 th September 2017, beginning with the formal launch on 15 th August 2017 by His Excellency the executive Governor. Significance increase of girls in enrolment and attendance, especially out of school (OOS) with 20% and is rising. Girls Access Schoolarships for the 12 Project LGAs 2016/2017 Session 20,000 18,000 16,000 14,000 2013/14 12,000 2014/15 2015/16 10,000 2016/17 8,000 No. No. of Enrollment 6,000 4,000 2,000 0 AJINGI BUNKURE GABASAWA GARUN KUNCHI KURA MAKODA RIMIN TAKAI UNGOGO WARAWA WUDIL MALAM GADO PROJECT LGA The above chart is clearly indicated that there are massive enrolment in Class One in the 12 LGAs which are benefiting from Girls Access Scholarships especially in 2016/2017 session. This shows that poverty play a vital role and contributing in dropping out of pupils from the school and delay or at all stop parent in Enrolling their child into early primary. However, the project help a lot in convincing the parent to send and enrolled their children to school. Similarly with regards to the Attendance, the monitoring team at State and LGA level conducts monitoring in some selected 6 LGEAs to some Schools. The monitoring report shows that over 90% of the beneficiaries are still retain at the school and level of their attendance are above 80%. Gross Intake Rate 300 250 200 %GER 150 100 50 0 GARUM RIMIN AJINGI BUNKURE GABASAWA KUNCHI KURA MAKODA TAKAI UNGOGO WARAWA WUDIL MALLAM GADO Boys 106 168 144 155 177 160 62 180 115 198 199 124 Girls 125 190 148 197 219 216 78 208 113 246 232 171 Consequently, with regards to Gross Intake Rate which always explain the level of children that arte enrolled in Primary One. The graph above compare the level of intake at which boys and girls enrolled, the chart shows in all the 12 LGEAs that the Gross Intake of Girls is far higher than the boys, only in Takai LGA where the rate of intake of boys is higher than the girl with 2%. 5. 2b 550 Female in service teachers received the grant in 2016, 1757 are now identified in year 2 raising the total beneficiaries to 2307. It is merely observed that learning outcomes has improved most especially in the intervening schools. Preparations to conduct MLA studies to validate the observation are in advance stage. 6. 2c No training for SBMC was conducted 2016, however for 2017, 2963 was conducted and Radio jingles for sensitization was regularly carried out. Members are now better empowered and school management has improved evidently. Component 3 Strengthening planning and Management Systems and Learning Assessments Status of The Component is responsible for the overall coordination and Management of the project. In consideration of the limitation to steering Committee meetings, regular contact for adequate information flows to members particularly, the deputy Governor, who is the honorable commissioner, who in turn extends same to the Executive Governor. The Executive council is adequately informed about implementation. The last information memo presented to the council was August 20 th which done by His Excellency the Deputy Governor. 2. Communication : A YouTube account, twitter and Face book are added in addition to the whats up. A radio jingles on the programme in the state public and private stations are currently ongoing. 3. The safe guard officer is the Director physical Planning (DPP) of the Ministry assisted by his counterpart from SUBEB. They handle safe guard issues. 4. The learning Assessment have distributed learning materials to some schools in preparation for EGRA . While arrangement to conduct baseline is ongoing to validate the results of previous studies.

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