The import of the exercise was to obtain relevant information in relation to number of schools, school type, year of establishment, pupil’s enrollment by gender, number of teachers and their qualifications, availability of textual materials, furniture and classroom structure etc.
However, because of the deficiencies identified in the previous data collection instruments, in 1998 the Commission identified more Educational Performance Indicators (EPI) to enrich the data collection instrument which covered the inputs, process and output variables.
Interestingly, with the newly developed monitoring indicators the Commission carries out monitoring activities mainly to check the extent to which planned contents, inputs, process and products in the Commission’s programme are being implemented. This is geared towards ensuring quality nomadic education. Specifically the Commission carries out periodic exercise which involves checking, watching and observing for the purpose of determining achievements, constraints, challenges as well as future direction and interventions that need to be introduced for assuring quality.
All monitoring activities are usually carried out in collaboration with all relevant stakeholders in the implementation of the programme. Because of the improvement in the quality of the data collection instrument, authentic and comprehensive base-line data on the entire programme has been and is being generated.
Similarly, there was improvement in monitoring strategies which becomes holistic in nature and goal directed. It involves monitoring officers from the Commission’s Headquarters, going along with other Stakeholders such as Zonal Officers, inspectors of Education from the Federal Inspectorate Division of the Federal Ministry of Education, State Coordinators of Nomadic Education and their Assistants, Local Government Education Supervisors, active Community Leaders and representatives of the Parents Teachers Association in the states.
The Commission believes that the quality of education is the extent to which learning is considered successful in terms of pupils achieving a high level of performance within the context of the aims and objectives of nomadic education programme. Quality assurance in nomadic education is premised on four cardinal guidelines and standards for determining the extent of improvement.
- The provision of a sound mechanism that will ensure compliance with approved guidelines of operation.
- The provision of opportunities that will lead to sustainable capacity building and strengthening of teachers and administrators.
- The usage of standardized instruments for measuring the extent of achievement of measurable success in the areas of performance indicators that have been approved.
- The provision of a focused and sound administrative and management structure at the various levels of primary education. I.e. at the School, Local Government Education Area, State and National.
The Commission’s benchmarks of quality assurance include: Planning and provision of facilities; Systematic monitoring at fixed periods; Motivation of teachers and pupils and Evaluation.
Strategies for Quality Assurance:
To facilitate quality assurance, the Commission employs a multifaceted approach that are intertwined but aimed at giving reins to programme delivery and efficiency.
Four major strategies have been identified and been implemented:
Monitoring; Inspection; Supervision and Evaluation
Monitoring: Different types of monitoring schedules have been developed and applied when necessary to elicit relevant information that helps to galvanize the programme.
Follow up monitoring: This is sequential to routine monitoring to determine the extent to which recommendations, suggestions and directives are implemented or complied with.
Investigative monitoring: More or less an ad-hoc type of monitoring and is similarly utilized by the Commission to investigate and proffer solutions to specific field problems as they arise. Example; nomads/sedentary farmer’s clashes and other related petitions.
National monitoring: A comprehensive monitoring strategy adopted by the Commission that involves all staff of the Academic Departments and the zonal offices for the purpose of obtaining vital information that may be difficult for the Monitoring and Evaluation Department to handle alone. It is comprehensive in coverage involving mentoring and monitoring, instructional delivery, physical facilities, school statistics, community participation etc. It is usually carried out once a year over a period of two weeks.
Inspection: This is another quality assurance strategy employed by the Commission. It is mainly used to determine whether available facilities and resources in our school meet our prescribed standards. Inspection is for both assessment and advisory purposes.
Supervision: Supervision as a strategy adopted by the Commission to ensure quality assurance, supervision is meant to stimulate professional growth. It is also to ensure quality of instruction in the school, facilitate teaching and learning. The mentoring aspect is highly strengthened reaching out to the teachers in a cordial relationship to foster positive learning and cross fertilization of ideas between the mentor and mentee.
To further give credence to our supervisory activities, the Commission collaborates with line ministries whose functions are directly or remotely related to that of the Commission and community leaders to supervise nomadic schools. This supervisory role is broad based and communities leaders are encouraged to participate actively in an effort to ensure regular attendance and teacher truancy. Regular supervisions are also carried out in conjunction with local government education area staff, state primary education board staff and a host of others all aimed towards quality assurance.
Evaluation: The Commission adopts various evaluation strategies after carrying out exhaustive. Monitoring: These include administrative judgment, research studies, recurring studies, one- time studies and quasi experiments. These various methods of evaluative studies are determined by the need of the Commission at that particular time.
- UBEC/NCNE 2014 projects
- Quality Assurance in Nomadic Education
- Teachers education and development
- Technical and vocational education
- Long-term plans
- Mid-term plans
- Short-term plans
- One year strategic plan