Early Childhood Development in Kwara State, Nigeria

1. Early Childhood Development in Kwara State, Nigeria Yetunde Ijaiya Rabiat Ibrahim

2. KWARA STATE Population: 1.5 million Size: 32,500 Km2

3. Background: ECD in Kwara State • Public ECD began in 2006 in Kwara State, within public primary schools • ECD included in State Education Sector Plan • Long history of private nursery/primary schools in Kwara • ECD incorporated into UBE policy in Nigeria • Funding: 5% of UBE allocation to each state for public ECD (based on counterpart funding) • National ECD Policy since 2007 • National curriculum for 0-5 year olds - not disseminated in Kwara State yet (preschools create own curriculum covering 6 areas: English, Math, etc)

4. Current Situation: Public ECD • ECD centers in 719 primary schools (out 1,406) • Ages 3-5 years • Enrolment (2008): Approx. 5% coverage • 18,176 males • 17340 females • 34416 Total • At least 1 teacher in each classroom, paid by SUBEB • 600 caregivers (almost 1 per class) – some employed by SUBEB, others by PTA or communities

5. ACCESS Lack of conviction among some parents (rural) about value of ECD Inadequate number of classrooms – overcrowding in urban areas Insufficient number of staff Poor funding QUALITY Insufficient appropriate materials, including furniture, toys, etc. Overly formal teaching approaches common Lack of state curriculum guidelines/pedagogical modules Caregivers with low qualifications Inadequate monitoring and supervision of centers Lack of access to water supply in some places Key Challenges: Access and Quality

6. Key evaluation questions/indicators • How to improve quality and access of ECD in public schools? • What is the impact of model ECD centers on: • staff-child interactions, child-centered pedagogy • ECD enrolment and attendance • parent satisfaction • children’s learning outcomes (“school readiness”) upon entry to primary 1 • enrolment in primary 1 • community efforts to create ECD (spillover effects)?

7. Intervention: Model ECD Centers • Intensive training and modules for teachers and caregivers: • Integrated child development • Child-centered pedagogy • Creating a quality learning environment • Parent involvement • Provision of learning materials • Manipulatives • Books • Writing/drawing materials • Toys from locally available materials • Upgrade classrooms and outdoor spaces to make environments child-friendly • Monitoring and supervision (SUBEB officers)

8. Proposed Design • Sampling • Within 3 senatorial districts covering 16 local governments • Stratified on rural/urban based on senatorial districts • 80 schools in each treatment and control arm • Random assignment to 3 groups • Treatment 1: training + learning materials + upgraded classes • Treatment 2: training + learning materials • Control: Existing ECD classes (no change)

9. Next Steps… • Sensitization/buy-in: Discuss concept note with government (Ministry of Ed., Science, & Tech, SUBEB) and ECD stakeholders (UNICEF, Colleges of Education and universities, PTAs, education donors, WB, etc.) • Conduct studies: Situation analysis of ECCD • Design intervention: Develop standards, curriculum, training materials, etc. • Staffing: Set up IE team • Finalize IE design