Bernie Allen, VSO Volunteer sponsored by BNET has sent another report on her placement with the Ministry of Education, Kwara State

Bernie Allen: VSO Volunteer: The Ministry of Education

March 2015: Ilorin, Kwara State

Million Hours Fund: Schools Assessment Field Visits

Kwara (the local name for the River Niger) State Ministry of Education works in partnership with VSO Nigeria, whose development goal is to strengthen the education system by improving the quality of teaching in schools. To deliver an education appropriate to pupils learning needs and in preparation for their future life VSO focuses on raising both the capacity and number of teachers in both primary and secondary schools in Kwara, with particular emphasis on Maths and Science.

Myself and a VSO colleague, Toyosi Oywbanji, accompanied by Mr Mashood, the Ministry of Education Desk Officer, spent a productive day last month in the field, conduction data gathering visits at five schools, located in rural communities a couple of hours outside the city of Ilorin, (Kwara State’s administrative capital). This was to form the initial stage feeding in to a Base Line Survey, which would eventually incorporate a total of nineteen identified schools which were located within two of the poorest LGA’s (Local Government Areas) of the state.

We received a warm welcome, from each and every Principal and the teachers, who we interviewed, as well as from the (excited) children we met in their playgrounds and classrooms.

Toyosi interviewing one of the school Principles, with (an amused) Mr Mashood looking on

Data gathered from the nineteen selected schools will give an accurate picture of class sizes, teacher numbers and subject competence, availability of equipped science laboratories, availability of land for agricultural projects, existence of ex-curriculum activities and clubs, number of parent evenings and existence and capacity of School Based Management Committees. Needs based analysis drawn from this information will inform both VSO and the partner what measurements are required in order to improve the quality of teaching, strengthen governance and establish effective community participation.

Despite the immense heat, the playgrounds buzzed with energy, curiosity and excitement. Several footballs were enthusiastically kicked and chased, by groups of younger boys in one far corner, while in another, more senior (and skilled) pupils engrossed themselves in serious competition. Wooden shutters were opened by shy pupils to peep out at the visitors from dark, cool classrooms, while more confident groups ran up to say ‘hello’ to their unexpected visitors. Uniforms may have been a little old and frayed here and there, but all were clean, smiles were broad and enthusiasm overflowed.

All Principals were well informed, organised and passionate about improving the quality of education available for their pupils. They were frank about the numerous challenges they faced and nurtured what few facilities they had available to them. Some had attempted to establish agricultural projects for the children, but a lack of funding to fence the land on which they planted resulted in local goats consuming their crops. Another teacher told of the school choir he organised, describing their popular Christmas concert a few months earlier. Clearly, there is both leadership and talent to be found in these schools, and they remain determined, despite the many hardships they clearly face. In one schoolyard teachers had nailed numerous motivational messages to trees, to surround their pupils with positive messages.

Some school classrooms were better furnished than others were, but overall it appeared that schools either had a science lab, but no teacher or equipment, an equipped lab, but no teacher, or none of the requirements to teach science in any practical sense.

Those who did possess lab equipment locked it safely away, acutely aware of its value; however their frustration at not being in a position to utilise it to educate their pupils was clearly evident. One school showed us the small storeroom they built at the back of their science lab to keep a tiny assortment of chemicals and equipment under lock and key while they did not have a science teacher capable of taking classes.

A well-equipped science lab, however the school lacks a science teacher

Further visits to the remaining fourteen schools falling within the targeted LGA catchment areas have taken place, adding to the knowledge VSO is collating to enable the education system operating in Kwara state to better serve poor and marginalised groups. By paying attention to the quality of teaching that actually takes place in the classroom and not simply on school attendance, and by engaging the local communities VSO aims to link its programme firmly to the realisation of higher levels of achievement.