2023 EdoBEST Media mentions by NewGlobe

2023

Nigeria: NewGlobe pedagogy revolution

March 14th, 2023

“Good job you!” shouts Pauline Bika, as a group of schoolchildren completes the hokey-cokey “Good job me!” choruses her class Bika runs a small government primary school in Edo state, in southern Nigeria. It is reached by a mud track that starts not far outside Benin city, the state capital Her school has 140 pupils, but only three teachers.

For all that it lacks, Ms Bika’s school has one advantage At the start of last year, the Edo state education ministry gave all her teachers a small (digital) tablet with a black-and-white touch screen Every two weeks, they use it to download detailed scripts that guide every lesson they deliver. These scripts tell the teachers what to say, what to write on the blackboard, and even when to walk around the classroom. Ms Bika says this new way of working is saving teachers time that they used to spend scribbling their own lesson plans and her pupils are reading better, too

The reforms in Edo began in 2018 Godwin Obaseki, the State governor, says poor schools are one reason youngsters leave the state for greener pastures (some fall victim to peopletraffickers promising better lives in Europe) Since then, the government has provided tablets and training to over 15,000 teachers. They in turn have given the new lessons to more than 300,000 children, most of them in primary school On any given day, pupils throughout the state receive identical lessons, as dictated by the tablet

The training and technology are provided by NewGlobe, an education

company founded in 2007 by three Americans NewGlobe developed its approach while running a chain of lowcost private schools, mostly in Kenya, under the brand Bridge International Academies A study by academics including Michael Kremer, a development economist at the University of Chicago, found that, over two years, children who attended NewGlobe’s primary schools made gains equivalent to almost a whole year of extra schooling, compared with their peers in other schools

Though Edo was the first state in Nigeria to strike a deal with the firm, NewGlobe’s pedagogy has since also been applied in Lagos, the country’s biggest city. The firm is starting work in Manipur, a state in north-eastern India, and in Rwanda. Around a million children are now studying in classrooms that use NewGlobe’s model far more than its private schools have ever been able to reach

Although it seems able to find plenty of clients, the company provokes ferocious arguments among educators Its private schools have long faced energetic opposition from trade unions and some international NGOs, many of whom hate the idea of profit-seeking companies playing any role in education Dennis Sinyolo of Education International, a global group of teachers’ unions, says scripted lessons “undermine teaching” and encourage “rote learning and exam drilling” He says good lesson plans are written to match local contexts, and the needs of individual students The freedom to change tack mid-lesson is invaluable if a lesson plan is not working. “There’s no one-size-fits-all in teaching,” he says.

Back in Edo, Governor Obaseki’s transformation still has plenty to prove. An analysis published in 2019 by the state government and NewGlobe claims that during the first year of the reforms,

children learned as much in a single term as they were previously learning in one year But the project has yet to undergo a rigorous independent evaluation

Whether strict scripting is necessary remains a topic of debate (The World Bank panel, for instance, argued that word-for-word scripts are less effective than simpler guides ) In 2018, RTI, an American non-profit group, analysed 19 school-reform efforts it had been involved in across 13 countries, including Ethiopia and Uganda It concluded that programmes with slightly less prescriptive guides a page of notes per day, say, rather than a full-on script produced better results.

Yet Edo’s approach appears to have persuaded most local teachers of its worth. Obaseki says school staff had long felt ignored and unappreciated; he says that providing more training and equipment has brought fresh motivation He insists that support for the project among unions was crucial to his reelection, in 2020 It has, he says, been “one of my best investments”

ChildrenCaughtinCrisis—aNeedtoLearn

February 17th, 2023

The figures are clear – crisis-affected children are not receiving the learning support they need to succeed As the global education community engages in discussion over this issue, a focus on solutions and outcomes is what will empower these students to learn and acquire the skills they need to climb out of poverty

This week, the United Nations education fund, Education Cannot Wait (ECW) conference has been drawing attention to the 222 million crisisaffected children throughout the world. The event builds on the momentum of the “222 Million Dreams” campaign –launched following an ECW report highlighting the shocking increase of children affected by the global crisis, from 75 million in 2016 to 222 million in 2022, an acceleration that is clearly a direct result of the Covid pandemic and wars, including the war in Ukraine that began a year ago, but also due to other factors like natural disasters and climate change

The report reveals that a majority of crisis-affected children – around 120 million – are actually in education, but not achieving minimum proficiency in math or reading. It paints a telling picture – attending school is not enough; these students need programs that enable them to learn

ECW Chairman Gordon Brown spells it out:

“Of the 222 million children who are in dire need of educational support, 78.2 million (including 42 million girls) do not go to school at all, while the others are suffering so many disruptions to education due to crisis that they fail to develop basic literacy and numeracy.”

Just one in ten crisis-impacted children attending primary or secondary education are actually achieving minimum proficiency standards.

These figures echo the overall global crisis, with 70% of children experiencing learning poverty, but show the issue is intensified for crisis-affected children

As the ECW Strategic Plan states: “It has become crystal clear to us that getting children into schools is simply not enough ”

Overcoming this learning crisis requires a focus on holistic, data-driven pedagogy, based on proven methods: The NewGlobe data-driven method

A 2022 study led by the Nobel Prize

Laureate Professor Michael Kremer found that Kenyan schools practicing NewGlobe’s standardized and data-driven pedagogy had the highest level of learning gains in students with the lowest performance. The study is particularly exciting because these results are exceptionally rare – it is very uncommon to see such positive results for lowperforming students.

“Crisis-affected students are amongst the lowest performing Applying such methods offers the opportunity to create a learning environment where these students not only have access to education but acquire meaningful learning and needed skills. NewGlobe’s pedagogical methods have a long and rich history.

Founded in 2007, it opened its first community school program in 2009, Bridge International Academies, in Kenya Success with its “Bridge model of education” was immediate and it quickly expanded across Kenya

In 2015, it extended to Uganda and Nigeria and the next year, opened its first program in Andhra Pradesh, India Several successful programs followed: the first public-private partnership in the Partnership Schools for Liberia program (LEAP), in Borno, in Nigeria as technical partner to EdoBEST and to the Lagos State Government’s EKOEXCEL program, in China, supporting the Guizhou Provincial Government.

In 2020, a brand realignment was announced by NewGlobe to more accurately represent its diverse and growing portfolio of programming; over the next two years, this was followed by a number of additional programs: In India (Manipur’s STAR Education), in Nigeria (the KwaraLEARN program) and in Rwanda

Rwanda’s support for crisis-affected children: A focus on learning

The Rwandan Government education program RwandaEQUIP, for which NewGlobe is the technical partner, is underpinned by the same methodology discussed in the Kremer study.

The program is an excellent example of education that creates a learning environment assisting all children, including crisis-affected children, to achieve positive learning outcomes

Rwanda currently hosts approximately 150,000 refugees from neighboring countries, including many children in need of education In 2019, over 33,000 refugees were integrated into primary or secondary education.

The challenge of the future: Social cost of students missing out on education is huge, a $ 718 trillion loss in global GDP over the 21st century.

As we approach the halfway point for the UN’s Sustainable Development Goals (SDGs), the fourth goal, aiming to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all,” is clearly being missed for crisis-affected children.

The social and economic cost of 90% of crisis-affected students missing out on an effective education is huge. But consequently, the benefits of investing in proven solutions are immense.

A new study co-authored by the Yidan Prize winner Professor Eric Hanushek estimates the value of ensuring all students achieve global basic-level skills “According to our projections based on historical patterns of long-run growth, the world would gain $718 trillion in added GDP over the remaining century if it were to reach global universal basic skills,” says Hanushek (bolding added)

If the number of crisis-affected children continues to increase, we are going to see the issue exacerbated, with crisis impacts significantly contributing to global learning shortfalls Greater investment in supporting students must lead to far greater levels of learning

A significant proportion of crisis-affected children are located in sub-Saharan Africa – a region that has received substantial international investment in education.

The Global Partnership for Education (GPE) which invests funds raised from donor countries such as the US and UK has allocated more than $5 7 billion in funding for education over the past two decades across sub-Saharan Africa

Alongside investment must be a new outcomes-based approach.

At the HundrED Summit 2022, RISE Research Director Lant Prichett made a valuable point about how meeting students at their learning level would lead to greater outcomes, a crucial factor in supporting those whose education has been disrupted by crisis, and a practice used in all NewGlobe-supported programs

“When you realign the curriculum and teach to the level of the student, you can actually get massive learning gain very quickly because the student all of the sudden is being reached at their level and helping forward,” says Prichett (bolding added).

ECW is absolutely right to draw attention to an important truth – just providing education is not enough A focus on improving learning outcomes for crisisaffected children is essential to ensure they are equipped with the basic skills needed to succeed

And through such gains, students, all students, can be empowered to realize their dreams

Never Again will Edo Produce Agberos – Obaseki

February 15th, 2023

TThe Edo State Governor, Mr. Godwin Obaseki has promised that his administration’s focus on investments in technical know-how and energy for development will ensure that the State never goes back to its days of notoriety where it was infamous for thuggery

Accompanied by his Special Adviser on Media Projects, Mr Crusoe Osagie and the Commissioner for Communication and Orientation, Mr Christopher Nehikhare, Mr Obaseki made the promise while receiving the Chairman of the Nigerian Union of Journalists Edo State Council, Comrade Festus Alenke, and other executive members of the council at the Government House in Benin City, on Tuesday, February 14, 2023

Reaffirming his commitment to improving the lives and well-being of Edo residents, the Governor said his administration will focus on the delivery of development projects and initiatives that will reprogram and retool residents for future growth and productivity.

He commended members of the NUJ Council for their support and partnership with the State over the years in driving sustainable growth and development in the economy, adding that the State will continue to leverage on its endowments and strategic partnerships with private sector investors to ensure Edo citizens are equipped with the right skills and knowledge to be productive in their various endeavors.

Obaseki said: “Believe it or not, you have been one of our solid partners because you have been objective and in supporting our course.

“Just look at us, the way we dress, everything; we import But with limited earnings of foreign exchange, and with the high rate of foreign exchange, what will happen? most of those things we import will now have to be made locally

“And what are the two things you need to produce; the people who know what to do and the energy So, we are positioning Edo to be that hub Thank God we have access to independent energy sources like gas And because of our location, the gas network also comes through here ” he said

Mr Obaseki used the opportunity of the courtesy call to list out some of the gains made under his leadership including in the areas of security, infrastructure, and education.“Learning from what we did with Azura, we were able to partner to now do what we are doing with Ossiomo, and by the way, we are also going to be partnering with Duport in Orhiomwon, Sahara, so, we have multiple sources

With EdoBest, it’s to retrain our children, set a new trajectory in education, because I said something many years ago, I said never again in our lifetime and generations to come will Edo be a place where you produce Agberos

““We became so because our education system collapsed But with what we are doing with EdoBEST today, I don’t see any of these children ending up in the motor parks ” Obaseki concluded Obaseki gave the pass mark to his government for the security and stability being enjoyed in Edo and urged the NUJ Council to play its role in creating awareness on the real security status in the State

Obaseki said: “Think back to 2017 and what this city and this State was like, think back even immediately post Covid, the kind of challenges we had with kidnappings “So, we have been able to secure Edo better But you see, security is also a state of mind, there is real security and there is a perception of security We have been in our pace to provide security, you have to help us to improve the perception of security”.

The chairman of the Nigerian Union of Journalists Edo State Council, Comrade Festus Alenke commended the Governor on the major reforms in the State, especially in the media sector He noted that the union was ready and would continue to support the state in bringing sustainable development to its residents

EdoBEST: Promoting STEM among girls as a development strategy

February 13th, 2023

For 12-year-old Esther, a Junior Secondary School 2 student of St Maria Goretti Girls College, the opportunity to attend an EdoBEST school is a step in the right direction to her career ambition of becoming a cranial surgeon

While this might seem impressive, a lot of girls do not have access to quality basic education as a foundation for a successful future. For those who do have the access to quality education, not a lot of girls eventually pick up an interest in the sciences

However, for Eromosele Dorathy, an Integrated Science teacher at St Maria Goretti, an all-girls secondary school, this is where she steps in as a teacher She believes that it is up to teachers to stimulate the interest of the girl child in science and technology

“As a teacher, I do my best in encouraging my students to take an interest in science The world is gradually moving to STEM and needs more female participation” said Mrs Eromosele while teaching science

In Nigeria and indeed the world, more girls are less likely to continue with postprimary education while an even lesser degree will venture into the sciences. This can be attributed to girls having less access to quality education

Restating the commitment of the Edo State Government to the education of girls, the Executive Chairman Edo SUBEB, Mrs Ozavize E Salami on the occasion of the International Day of the Girl Child noted that, “over 140,000 girls are registered and receive learning and empowerment at our 1,330 state-owned junior secondary and primary schools across Edo State

“It is important to note that in Edo state, 49% of pupils in state-owned junior secondary and primary schools are girls Mrs Salami further pointed out that the state government is fully invested in prioritising girl child education and the introduction of girls to various academic fields.

“We truly believe in the power of our girls to become! We re-commit to invest in a future that believes in their agency, their leadership, and their true potential,” Mrs Salami noted

According to UNESCO, 129 million girls worldwide are out of school, including 32 million of primary school age, as less than half of countries have achieved gender parity in basic education

The Edo state government launched the EdoBEST programme not only to provide access to quality basic education but also to bridge the gap in learning at the basic education level Over 350,000 children currently receive the life-changing education that EdoBEST offers

Edo To Consolidate Sci, Tech, Innovation Achievements With Policy Draft – Gov. Obaseki

February 6th, 2023

The Edo State Governor, Mr. Godwin Obaseki, on Thursday, February 2, 2023, received the draft policy and report from the committee on Science, Technology, and Innovation at the Government House, Benin City.

The committee, headed by Prof Kessington Obahiagbon, was inaugurated on November 23, 2021, with the mandate to draft a policy on Science, Technology, and Innovation (STI) to make Edo State the STI hub of Africa.

Receiving the report, Mr Obaseki commended the Committee for its effort, describing the draft policy as “ground-breaking work” which will accelerate Edo’s ambition to drive STI in Africa

“The Governor noted that Edo is already leading the country in STI, ion the education and healthcare sectors, emphasizing the need for the policy document to consolidate the gains made and propel Edo State forward

“We have also realized that our educational policy has to be retooled and realigned to emphasize science and technology, and that is currently going on as we are transforming EdoBEST to EdoBEST 2 0 ” he said

On the next steps after receiving the report, Mr Obaseki highlighted the need for a paradigm shift to approach the clear action points laid out in the policy, to achieve his administration’s ambition of making Edo an STI hub.

“How do we create a mindset, how do we create the enabling environment, how do we create infrastructure to make these policy objectives become real? So that will be the next phase ” Obaseki queried

In his presentation, Obahiagbon, congratulated the Governor on Edo’s status as the leading Information and Computer Technology (ICT) compliant state in Nigeria

He pledged the Committee’s support in future efforts to strengthen STI in Edo State

The highlight of the event was the presentation of the policy draft and the report to the Governor.

Quality education solution to illegal migration, trafficking – Edo

February 3rd, 2023

The Edo State Government has said quality education which EdoBEST offers will end illegal migration and youth unemployability

A statement by the Edo State Ministry of Education stated that Governor Godwin Obaseki unveiled the EdoBEST reform programme in 2018 to address the challenge of poor learning outcomes and youth unemployability, which were the root causes of illegal migration and people trafficking in the state

Likewise, it stated that the Economist had recognised EdoBEST as a working model for basic education service delivery

“Since the introduction of EdoBEST, pupils throughout the state received identical lessons in real-time

“They are taught using a methodology used by Bridge Schools in Kenya; a method described by Nobel Prize in Economics Winner, Professor Michael Kremer, as delivering exceptional learning outcomes when compared to traditional methods.

According to The Economist, the feature is based on evidence from a three-day visit to a junior secondary school and two primary schools, one a progressive school in a remote village in Edo state

The statement maintained that poor learning outcomes and youth unemployability were the root causes of illegal migration and people trafficking in the state

It revealed that it was for this reason the “Government has upskilled 16,400 teachers and provided them with tablets to deliver more impactful lessons using a completely new method, the EdoBEST pedagogy

“More than 350,000 children, most of them in primary schools in urban and rural areas, are benefitting from the programme.”

The Economist Recognizes EdoBEST As Working Model For Basic Education

February 1st, 2023

Global media giant, The Economist has recognized EdoBEST as a working model for basic education service delivery

In a 1,768-word feature article titled “Most children in poor countries are being failed by their schools,” the business newspaper opined that “the depth of its scripting and the whizziness of its tablets set the work in Edo apart from many other attempts to improve schooling,” while refereeing to EdoBEST.

Governor Godwin Obaseki of Edo state launched EdoBEST reform programme in 2018 to address the challenge of poor learning outcomes and youth unemployability which were the root causes of illegal migration and people trafficking in the state

“Since its inception, the government has upskilled 16,400 teachers and provide them with tablets to deliver more impactful lessons using a completely new method, the EdoBEST pedagogy More than 350,000 children, most of them in primary schools in urban and rural areas, are benefitting from the programme

Since the introduction of EdoBEST, pupils throughout the state receive identical lessons in real-time They are taught using a methodology used by Bridge Schools in Kenyan; a method described by Nobel Prize in Economics Winner, Professor Michael Kremer, as delivering exceptional learning outcomes when compared to traditional methods.

These include techniques such as pausing frequently to pose questions to the class, instead of delivering long lectures at the blackboard, or encouraging pupils to try to solve a problem by chatting to the child sitting next to them,” According to The Economist

The feature is based on evidence from a three-day visit to a junior secondary school and two primary schools, one a progressive school in a remote village in Edo state

Prioritizing education in Edo State: The EdoBEST example

“Just before the clock struck 12.30pm on 14, January 2023 a crowd of 1,200 enthusiastic primary school teachers flooded the courtyard of a major building at Edo State University, Iyamoh, chanting children’s songs. The day was remarkable because it was graduation day

For 10 days these teachers (and their headteachers) had undergone an intensive teacher professional development programme, the EdoBEST Induction Training, which is part of Governor Godwin Obaseki’s revolutionary basic education reform

“I have attended several trainings in the past, I am even a certified teacher, but this one was special, Mrs Ese Ehis, an elated primary 4 teacher said that afternoon, just before heading to the graduation ceremony hall.

“This training changed the way I see myself as a small village teacher I feel this training is making me see the children differently. I no longer see them as small children, they are the future and I must make the future bright through my pupils, Mrs Ehis added, an expression of pure joy beaming off her face.

With the inclusion of that set of teachers into the EdoBEST programme, a total of 16,400 teachers have been retrained and equipped with technology to teach using techniques that have been proven to deliver exceptional learning outcomes.

The result of a two-year study carried out in Kenya by Nobel Prize winner (in Economics), Professor Michael Kremer published in 2022 showed that Bridge Kenya Schools, which use the same learning methodology as EdoBEST schools, recorded better learning outcomes than their counterpart.

At the moment, all 1,330 state-owned primary and junior secondary schools in Edo state are EdoBEST schools, accounting for over 350,000 children who are receiving lifechanging education

Additionally, all teachers who graduated from the EdoBEST Induction Training were provided teacher-tablets to enable them to do their jobs better Their professional development continues at the school level where one-on-one continuous mentorship and professional development will be offered to them by Learning and Development Officers, assigned to their schools

Investing in people, prioritizing education

As the global community celebrates International Day of Education with the theme, “to invest in people, prioritize education,” Governor Obaseki’s investment through EdoBEST has been spotlighted as a textbook example of a development strategy anchored on basic education.

On 24, January, no less institution than the World Bank commended and recommended EdoBEST for wholescale basic education system revamp Over the years, other major institutions and governments from within and outside Africa have commended the programme Within Nigeria, there has been a tsunami of commendations not just from the Universal Basic Education Board (UBEC) but also from other State Universal Basic Education Boards (SUBEBs)

“This administration, under the leadership of Governor Godwin Obaseki, continues to demonstrate an unyielding commitment to the EdoBEST reform and to a sustainability plan

“We are setting the stage for the future and will leave behind a system of education that not only leverages the use of technology and is relevant for this time but also one that is backed by law, owned by the civil servants and supported by the community leaders and citizens,” the Executive Chairman of Edo State Universal Basic Education Board, Mrs Ozavize E Salami noted as she spoke to the granduants on 14, January

She was clear on the need to improve the lives of the children in the care of teachers and drew attention to the strides EdoBEST and the enormous investment Governor Obaseki has made in education, upskilling teachers and investing in education

The governor himself stated that “financing such a huge educational transformation exercise has not been easy; EdoBEST has increased our basic education budget by 25 per cent,” he said in a June 2021 Financial Times article.

What makes EdoBEST Best

The EdoBEST programme is perhaps the most pervasive basic education reform undertaken by any state government in Nigeria since the 1980s The programme has changed the way schools run in Edo state by introducing a whole new pedagogy based on the Nigerian curriculum, global best practices, the use of modern technology and reliance on evidence/data for decision-making

27, 2023

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Teachers in EdoBEST schools use tablets and internet-enabled smartphones for most classroom management activities (marking teacher arrival, marking student attendance, marking examinations papers and recording pupil details). They employ a whole new method of relating with children thereby creating a sense of self-value and can-do spirit in children Children are praised for exceptional performance and encouraged to do better. Slow learners are encouraged to catch up and surpass expectations.

The drudgery of lesson note preparation is also taken care of since well-researched and proven materials are sent to teachers to guide lesson delivery “I think it is the ease of using technology to prepare their lesson notes. They didn’t have to sit up all night and go through the drudgery of writing lesson notes as it was already there in the system. All they needed to do was to do a few tweaks and tinkering so they spent their time in class doing other things like observing the children and making the children motivated,” the governor added.

Children are at the centre of learning under EdoBEST The whole strategy is to develop a functional workforce by investing in the education of today’s children, just in line with the theme of International Day of Education 2023

To make it even better, the EdoBEST Progressive School Model was specifically introduced in hard-to-reach, underserved communities to cater to children in those areas. Therefore, EdoBEST is democratizing basic education, engendering inclusion and closing the gap between city and rural dwellers

“We commissioned a study to look at the outcomes and how EdoBEST fared for the first year. The evidence is that the child in the EdoBEST programme is reading 70% better than the average child in a Nigerian public school system,” Governor Obaseki said in an interview in December 2022 From all indications, the investment of Edo state in education is already paying off And true to the theme of this year’s International day of Education Investment in education is being prioritized as a tool for development

International Day of Education was first established by the United Nations in 2018, marking the anniversary of the signing of the UNESCO Constitution The aim is to recognize the role of education in promoting peace and development, as well as ensuring everyone has the right to an education, no matter which country they live in

Increasingly, more governments around the world are beginning to prioritize investment in education as a development strategy in line with the theme for this year.

Most children in poor countries are being failed by their schools

Having teachers follow pre-baked lessons could help Jan 26th 2023 | BENIN CITY

“Good job you!” shouts Pauline Bika, as a group of schoolchildren completes the hokey-cokey. “Good job me!” choruses her class Ms Bika runs a small government primary school in Edo state, in southern Nigeria It is reached by a mud track that starts not far outside Benin City, the state capital. Her school has 140 pupils, but only three teachers She seems both pleased and a little embarrassed to offer a visitor a plastic chair.

For all that it lacks, Ms Bika’s school has one advantage At the start of last year the state education ministry gave each of her teachers a small tablet with a black-and-white touch screen Every two weeks they use it to download detailed scripts that guide each lesson they deliver. These scripts tell the teachers what to say, what to write on the blackboard, and even when to walk around the classroom Ms Bika says this new way of working is saving teachers time that they used to spend scribbling their own lesson plans and her pupils are reading better, too

That is sorely needed, for much of the education given in much of the world is strikingly bad Across the developing world many schoolchildren learn very little, even when they spend years in class

Less than half of kids in low- and middleincome countries are able to read a short passage by the time they finish primary school, according to the World Bank

Across sub-Saharan Africa, as few as 10% can (see chart) Experiments like those under way in Nigeria mark one attempt to improve things They also face fierce opposition from critics who are convinced they mark a wrong turn

The reforms in Edo began in 2018 Godwin Obaseki, the state governor, says that poor schools are one reason youngsters have often left the state for greener pastures (some fall victim to

people-traffickers promising better lives in Europe). Since then, the government has provided tablets and training to more than 15,000 teachers. They in turn have given the new lessons to more than 300,000 children, most of them in primary schools On any given day pupils throughout the state receive identical lessons, as dictated by the tablet

The training and technology are provided by NewGlobe, an education company founded in 2007 by three Americans (Pitchbook, a data firm, valued the company at $250m following a funding round in 2016) NewGlobe developed its approach while running a chain of low-cost private schools, mostly in Kenya, under the brand “Bridge International Academies” A study by academics including Michael Kremer,

a development economist at the University of Chicago, found that, over two years, children who attended NewGlobe’s primary schools made gains equivalent to almost a whole year of extra schooling, compared with their peers in other schools

F is for factory

Though Edo was the first state in Nigeria to strike a deal with the firm, NewGlobe’s approach has since also been applied in Lagos, the country’s biggest city The firm is starting work in Manipur, a state in north-eastern India, and in Rwanda Around a million children are now studying in classrooms that use NewGlobe’s model far more than its private schools have ever been able to reach

Although it seems able to find plenty of clients, the company provokes ferocious arguments among educators. Its private schools have long faced energetic opposition from trade unions and some international ngos, many of whom hate the idea of profit-seeking companies playing any role in education. Others resent the application of mass production to what they see as a skilled, artisanal profession

Dennis Sinyolo of Education International, a global group of teachers’ unions, says scripted lessons “undermine teaching” and encourage “rote learning and exam drilling” He says good lesson plans are written to match local contexts, and the needs of individual students

“The freedom to change tack midlesson is invaluable if a lesson plan is not working. “There’s no one-size-fitsall in teaching,” he says

Visits to schools in Edo provide some perspective on what is going on. There are doubtless many ways to teach a scripted lesson badly But the idea in Nigeria is that they will tend to make classes more compelling. The scripts enforce instructional practices that are routine in many rich-country classrooms but often neglected in poor ones These include techniques such as pausing frequently to pose questions to the class, instead of delivering long lectures at the blackboard, or encouraging pupils to try to solve a problem by chatting to the child sitting next to them.

Detailed, prescriptive lesson plans are also supposed to relieve teachers of the burden of having to write their own. That, advocates hope, will leave them more energy for other jobs such as making sure their charges stay engaged. Teachers in Edo have been trained to lead their classes in short games and songs whenever they think pupils have grown restless (hence the hokey-cokey). Ms Bika says things are better than in the past. Before, bored children would occasionally wander home during the day Inattention was sometimes punished with the cane

The changes do more than alter

teaching styles A study published in 2010 estimated that on any given day around a fifth of Nigeria’s primary school teachers were absent from their classrooms Earlier research suggested as little as one-third of class time is used productively In Edo, tablets register when teachers arrive. They can tell if a teacher has scrolled through a lesson faster than appropriate, or if they have abandoned one halfway through. Beneath lies a low-tech foundation: a team of officials about one for every ten schools that observe lessons and coach

teachers, helped by data from the tablets.

The depth of its scripting and the whizziness of its tablets set the work in Edo apart from many other attempts to improve schooling. But the programme has things in common with a broader family of reforms burdened with the clunky name of “structured pedagogy,” most of which are less controversial This argues that isolated splurges on goodies such as textbooks often fail to bring benefits Making big improvements seems to require pulling several levers at once So the idea is both to give more materials to pupils and better lesson plans to teachers, alongside fresh training and frequent coaching

In 2020 a panel convened by the World Bank and other bodies concluded that these are some of the best things education reformers can spend money on In the past few years the approach has been applied in Gambia, Ghana, Nepal and Senegal. One programme in Kenyan government schools helped push up the number of children reaching the national standard in English by 30 percentage points.

E is for everywhere

But it is not only in poor countries where tightly structured approaches to schooling are gaining a following In America, for example, there is growing awareness that schools have been clinging to modish but ineffective “child-led” ways of teaching reading that other developed countries such as Britain have junked Literacy programmes that were dismissed as old-fashioned are coming back into favour

McGraw Hill, an American publishing company, sells a series of highly scripted courses aimed at primary-school children

Bryan Wickman of the National Institute for Direct Instruction, a charity in Oregon, says that using the simplest, clearest language possible is crucial when teaching the smallest children. He says the idea that lessons based on scripts must inevitably bore children should surprise anyone who enjoys other things that are performed from scripts, such as plays.

Success For All, a programme used in some British and American schools, puts much faith in “co-operative learning” which involves encouraging children to solve

problems together in small groups But much else that goes on in its classrooms is structured and scripted Such prescriptiveness helps teachers adopt techniques that research suggests work well, says Nancy Madden of Johns Hopkins University, one of Success for All’s creators These include giving pupils quick and frequent feedback and keeping up a rapid pace to keep children interested

Ms Madden says teachers who have grown familiar with her programme’s techniques are not expected to keep following scripts to the letter. But when, in the past, her team relied mostly on training workshops to spread their approach, they found that only a fraction of teachers kept up the new practices once they were back in their classrooms

She admits that teachers sometimes bristle at the constraints that scripts impose: “It is not what they teach you in teacher school ” Sceptics often come round, she says, when they see kids making swift progress Mr Wickman points out that other expensively trained professionals, such as pilots and surgeons, also have procedures that they must follow to the letter After some initial complaints (similar to those expressed by dubious teachers) such regimented approaches have become widespread in those fields They help reduce mistakes, and spread better ways of doing things.

Back in Edo, Mr Obaseki’s transformation still has plenty to prove. An analysis published in 2019 by the state government and NewGlobe claims that during the first year of the reforms children learned as much in a single term as they were previously learning in one year But the project has yet to undergo a rigorous independent evaluation Much of the existing evidence that supports scripted schooling relates to basic literacy and numeracy among the youngest children In Edo, lesson scripts are being used to teach almost every subject, and are being applied to teenagers in junior secondary schools

Whether strict scripting is necessary remains a topic of debate (The World Bank panel, for instance, argued that

word-for-word scripts are less effective than simpler guides ) In 2018 rti, an American non-profit group, analysed 19 school-reform efforts it had been involved in across 13 countries, including Ethiopia and Uganda It concluded that programmes with slightly less prescriptive guides a page of notes per day, say, rather than a full-on script produced better results Advocates of a more relaxed approach say another advantage is that leaving teachers with a bit of freedom to tinker can help win their support.

Yet Edo’s approach appears to have persuaded most local teachers of its worth. Mr Obaseki, the state governor, says school staff had long felt ignored and unappreciated; he says that providing more training and equipment has brought fresh motivation He insists that support for the project among unions was crucial to his re-election, in 2020 It has, he says, been “one of my best investments”

Jan 25, 2023

Obaseki emphasizes the expanded international effort to combat learning poverty in developing countries

“The Governor of Edo State, Mr. Godwin Obaseki, has called for more global advocacy to combat learning poverty in developing countries, pointing out that doing so will hasten progress and reduce inequalities that hinder growth

The governor made this statement in remembrance of the International Day of Education, which is observed by the UN and its affiliated organizations

Governor Obaseki stated that combating learning poverty must be a crucial need for world leaders after noting the impact of the state’s homegrown Edo State Basic Education Sector Transformation (EdoBEST) programme on the future prospects of youths

He stated, “As we celebrate the International Day of Education, it is crucial to emphasize the role that education plays in transforming the fortunes of nations, building empires, and driving generational wealth. Education opens up a whole new universe of potential in addition to liberating the mind We have done this in Edo with the reforms we have implemented through the EdoBEST programme

“Under the programme, our kids are now developing into their best selves. They are self-assured, audacious, and independent thinkers We were successful because we tackled and concentrated on learning poverty.

“This is why we are taking this approach to others States like Bayelsa, Lagos, and many more have visited us to learn from our best practices, as have other African countries In order to address inequality and other issues that are

stifling progress, it is important to fight for reforms to address learning poverty in developing countries

In order to speed efforts to combat learning poverty as the world transitions to an era dominated by Artificial Intelligence fueled by the Fourth Industrial Revolution, the governor called on global leaders to consider even more practical policy designs and financing options

In his message to commemorate the day, the UN Secretary General António Guterres said, “Let’s offer education systems that can sustain egalitarian societies, vibrant economies, and the infinite dreams of every learner in the world.”

Obaseki: Investing In People, Prioritizing Education

Jan

At the moment, all 1,330 state-owned primary and junior secondary schools in Edo state are EdoBEST schools, accounting for over 350,000 children who are receiving lifechanging education

Investing in people, prioritizing education

“This administration, under the leadership of Governor Godwin Obaseki, continues to demonstrate an unyielding commitment to the EdoBEST reform and to a sustainability plan

What makes EdoBEST Best

25, 2023

Increasingly, more governments around the world are beginning to prioritize investment in education as a development strategy in line with the theme for this year.

Obaseki harps on increased global advocacy to tackle learning poverty Jan 24th 2023

The Edo State Governor, Godwin Obaseki, has called for increased global advocacy to address learning poverty in developing countries

He noted that such a move would help to accelerate development and ease out inequalities that he opined impede growth

Obaseki stated this during the commemoration of the 2023 International Day of Education, marked by the United Nations and its sister agencies.

The Governor, who noted that the impact of the state’s home-grown Edo State Basic Education Sector Transformation (EdoBEST) programme is changing the future prospects of youths, added that tackling learning poverty must be a necessary imperative for global leaders

According to him, “As we celebrate the International Day of Education, it is important to highlight the importance of education in changing the fortune of nations, building empires and driving generational wealth

Education as an investment: The EdoBEST example

Jan 26th 2023

“As Faith Imafidon reads a passage from her English textbook, a look of joy can be seen on her face as she glides across the words easily This was impossible for her a year ago, but thanks to the adoption of her school into the EdoBEST programme, she is making steady progress

Like Faith, the academic fortunes of many other children in Edo state have changed because of EdoBEST

Whether in rural or urban centres, the testimonies keep coming.

It all started when Governor Godwin Obaseki decided that something must be done about the slide in academic indices in Edo state schools. The governor launched EdoBEST with a vision of investing in the educational system for the benefit of today’s children who are the leaders of tomorrow.

Every year, the world celebrates International Day of Education, not just to remember the importance of education, but also to draw attention to the role individuals, groups and leadership can play in advancing the cause of education and developing society.

Incidentally, as the world marks International Day of Education, the theme of the celebration: to invest in people, and prioritise education resonates with what Governor Obaseki has done in Edo state

During the launch of EdoBEST, Governor Godwin Obaseki noted that he wanted to start the reform at the base because it is important to get the foundation of education right.

Investing in Children

It is the right of every child to receive a quality education as education plays an integral role in shaping the future of children and society

In a Financial Times article published in 2021, the governor noted that “our aim was to deliver standardised learning outcomes to all primary school children across Edo State by supporting teachers to focus on their pupils That required tough political decisions, including an overhaul of the State Universal Basic Education Board ”

The introduction of the EdoBEST programme to rural, migrant and hard-toreach areas in Edo state was not just an extension of the programme but an investment in the communities as it provided jobs for more teachers, brought development to the communities and improved learning outcomes in the areas Children like Faith who live in very rural communities had the benefit of life-changing education for the first time because of the technology that EdoBEST introduced into education in Edo state.

Investing in Teachers

Reiterating his administration’s commitment to investing in people, Governor Godwin Obaseki noted that “teachers remain the most valuable resource in the delivery of transformational public basic education and this justifies our resolve to prioritize their recruitment, replacement and upskilling ” As a pillar of the EdoBEST programme, innovative teaching requires upskilling teachers with the necessary skills to drive technology-driven reform It also required a complete overhaul of the civil service system

Teachers and school leaders were taken through a 10-day intensive training that covered areas of classroom management, child handling, the use of technology and child safety to ensure that administrative and teaching services were delivered in a manner that improved learning outcomes The governor noted that the reform focused on specific areas like governance and institutions, community participation and partnerships, infrastructure, leadership and teacher development and curriculum

“We applied technology to re-engineer the entire cycle of delivery and accountability while redesigning teacher support, welfare and training to foster success in the classroom,” said the governor in a statement in the Financial Times.

As the world celebrates the International Day of education, this year’s celebration is a significant one because it marks the midpoint since the convention that birthed the 2030 Sustainable Development Goals. The United Nations General Assembly proclaimed 24 January as the International Day of Education, celebrating the role of education in peace and development

Progressive School Model strategic to addressing learning poverty- Edo SUBEB

January 22, 2023

“The Progressive School Model adopted by Edo State Universal Basic Education Board (Edo SUBEB) under the EdoBEST programme is strategic to addressing learning poverty in Nigeria’s rural areas, Ozavize Salami, executive chairman, Edo SUBEB has said.

She made the remark while participating at a panel session during the recently concluded two-day SouthSouth Human Capital Development (HCD) Regional Conference (Edo 2023) in Benin City

Speaking on measures taken by Governor Godwin Obaseki to ensure that children in the rural areas get the same quality of education as their counterparts in more developed areas, Salami noted that “in some of the rural communities there are challenges with educating children Migrant children who are from families that are nomadic and therefore always on the move, need a special arrangement.

“We also realized that even when you have schools located in rural areas, manning those schools and sending teachers there was always a problem. Additionally, we had to grapple with the out-of-school children phenomena in some cases

In order to address the challenges, “We developed the Progressive School Model to address the challenge peculiar to rural environments We had to design a model that allowed us do multi-grade teaching in such schools and communities ”

The Edo SUBEB chairman explained that the key features of the model include: recruiting teachers located in the communities who chose to stay; relocating those from outside, training and equipping them with the same technology being used by EdoBEST teachers in more cosmopolitan areas and ensuring that teaching and

learning are going on throughout the academic calendar.

“Because of the model we have adopted, children in the rural areas are receiving the same lessons as their counterparts in cities We actually can tell how the schools are being managed and how the children are learning in those remote areas because of the kind of technology we are using,” Salami said

Nigeria has grappled with learning poverty and challenges with out-ofschool children over the years Edo State has been at the forefront of basic education reform Its signature basic education intervention programme has revolutionised teaching and learning in primary and junior secondary schools in over 1,000 state-owned basic schools

Under EdoBEST, policy makers have developed measures to get quality education to vulnerable communities who have traditionally eluded the radar of successive governments. Data released by the National Bureau of Statistics indicate that Edo has the least number of out-of-school children for any state in Nigeria The Edo State Government adopted EdoBEST as a measure to improve the quality of human capital in the state

The two-day South-South Human Capital Development (HCD) Regional Conference (Edo 2023) was designed in recognition that human capital development plays a critical role in addressing poverty while ensuring participatory and sustainable economic growth

The panel provided an opportunity for the six states of the South-South region to compare notes and chart a course for progress Also, on the panel were the Commissioner of Education, Bayelsa State, Hon Gentle Emelah; Commissioner of Education, Edo State, Dr Joan Osa Oviawe, and representatives of the Delta, Rivers, Akwa Ibom and Cross Rivers states

Edo trains additional 1,200 teachers to strengthen basic education

January 2023

Edo State government has trained additional 1,200 teachers and head teachers as part of efforts aimed at strengthening EdoBEST, the revolutionary basic education reform programme introduced by the Governor Godwin Obaseki-led administration.

Speaking at the graduation ceremony, the Executive Chairman of Edo State Universal Basic Education Board (Edo SUBEB), Mrs Ozavize E Salami, stated that “this training, which graduated about 1,200 digital teachers is significant, because we graduated the final set of a training cycle that started in 2018, when Obaseki launched the EdoBEST reform under the administration of the now Commissioner of Education, Dr Joan Osa Oviawe ”

The chairman further noted that the new investment of the governor has shown his commitment to finishing what he started in 2018

“We are now fully focused on measuring the impact of the programme on learning outcomes and also on domesticating the programme for sustainability.”

Salami said that the recently concluded training brings the number of teachers and head teachers trained under the EdoBEST programme to 16,400

“By completing the recent training, all 307 state-owned junior secondary schools and 1,024 primary schools were incorporated into the EdoBEST programme

Additionally, all 3,000 EdoSTAR fellows in basic education are now trained and placed in schools

“The most desirable outcome of any teacher training or any up skilling activity that we carried out at the board is that the learning outcomes of our students are significantly improved,” Salami told the graduands at the ceremony.

“During the training, participating teachers and head teachers learnt EdoBEST motivational strategies geared at bringing out the best in their pupils.

They were taught about the role of teachers in the modern classroom environment, how to use specific instructional tools, including the character board, their teacher tablets and smartphones for classroom and school administration

Additionally, they were taught about the growth mindset, foundation of strong instruction, building blocks of a strong school, child protection, and how technology can be an enabler of better learning outcomes

EdoBEST: More children benefit, as Edo SUBEB trains 1,200 additional teachers

January 20, 2023

More children in Edo state have benefited from the EdoBEST learning methods, a revolutionary basic education reform programme

The Programme was introduced by the state Governor, Godwin Obaseki in 2018.

Vanguard gathered that the technology underpinning EdoBEST ensures that all children get the same quality of education, irrespective of their location within the state.

Speaking during the graduation ceremony, the Executive Chairman of Edo State Universal Basic Education Board (Edo SUBEB), Mrs. Ozavize Salami, said: “This training which graduated about 1,200 digital teachers is significant because we graduated the final set of a training cycle that started in 2018, Governor Godwin Obaseki launched the EdoBEST reform under the administration of the now Commissioner of Education, Dr Joan Oviawe.

“This reflects that Obaseki is committed to finishing what he started, and we are now fully focused on measuring the impact of the programme on learning outcomes and also on domesticating the programme for sustainability.

“The most desirable outcome of any teacher training or any upskilling activity we carry out at the Board is that the learning outcomes of our students are significantly improved

“Your pupils are the reason you have this job. They are the reason you have been trained, the reason work tools have been made available to you; therefore, their welfare, their learning, their attendance, their academic progress must be your top priority.

“Henceforth, teachers will be assessed and promoted based on the academic performance of their students and so you must ensure that do extremely well to meet your KPIs and teaching objectives ”

The recently concluded training brings the number of teachers and headteachers trained under the EdoBEST programme to 16,400

By completing the recent training, all 307 state-owned junior secondary schools and 1,024 primary schools were incorporated into the EdoBEST programme Additionally, all 3,000 EdoSTAR fellows in basic education are now trained and placed in schools

Ms Emofonmwan Josephine, an EdoSTAR fellow from Etsako Central local government area noted that, “When I arrived for the training on the first day, I knew I was going to learn new things but I didn’t know that it would be this detailed.

“I can testify that my expectation was surpassed. I am going back reinvigorated and with a can-do attitude to make my classroom vibrant and the children much better This training has brought out the best in me

Since Governor Obaseki launched EdoBEST, the programme has continued to expand covering more schools, providing basic education services to more teachers and pupils

At present, over 350,000 pupils benefit from the reform programme in Edo state’s 18 local government areas. Some of the pupils reside in areas that have been neglected by successive governments

EdoBEST trains over 1200 teachers on digital pedagogy

January 20, 2023

The Edo State Government has trained another batch of 1,200 primary school teachers under the Edo Basic Education Sector Transformation (EdoBEST) programme on digital pedagogy, with the government pledging to sustain the gains recorded in the education sector through the programme

The 10-day Induction Training facilitated by the Edo State Universal Basic Education Board (Edo SUBEB) took place at Edo State University, Iyamho, and concluded the process of bringing all state-owned primary and junior secondary school teachers into the EdoBEST programme

Speaking to journalists at the graduation ceremony, the Executive Chairman of Edo SUBEB, Ozavize Salami, said the government is committed to the development of teachers in the state, noting that over 16,500 teachers have been trained since the launch of the EdoBEST programme in April 2018. According to her, “This training, which catered for about 1,200 digital teachers, is significant because it graduated the final set of a training cycle that started in 2018 when His Excellency, the Executive Governor of Edo State, launched the Edo Basic Education Sector Transformation (EdoBEST) programme

“With this training, Edo State, under Governor Obaseki’s administration, has trained 16,500 teachers since 2018 (EdoBEST induction training alone) The state has also fully disarticulated junior secondary schools and onboarded all 307 junior secondary schools to the programme As a result, all 1,024 primary and progressive schools are now fully EdoBEST schools (including those located in riverine, rural, and hard-toreach areas) into the programme.”

“Presently, all basic education teachers in the state are now digital and have electronic tablets Additionally, all 3,000 EdoSTAR teaching fellows in basic education are now trained and placed in schools across the state,” she added Salami continued: “At the training closing event, 75 field officers who, having completed a series of capacity building sessions and acted as facilitators at actual EdoBEST training, were certified as EdoBEST training facilitators for the sustainability of the programme. These are the civil servants who will continue to support the teachers through coaching, mentoring, and escalating relevant issues as the teachers carry out their jobs daily

“These all stand to show that the Godwin Obaseki-led administration is committed to finishing what was started in 2018 At SUBEB, we are now fully focused on measuring the impact of the programme on learning outcomes and also on domesticating the programme for sustainability ”

Yearning for Learning: 7 Lessons from Western and Central Africa

Jan 19, 2023

Washington, January 20, 2023 -

Success for young girls in West and Central Africa like in the story of Ama starts in primary school where good teachers and good conditions can help them focus on learning Providing training and resources for teachers, having regular learning assessments, but also good roads to facilitate school transport, clean water and toilets at school, and school feeding programs are proven interventions to help improve learning outcomes

As the World celebrates International Education Day, investing in young people and making education a priority matter more than ever Here are seven key lessons from Western and Central African countries from the regional education strategy to help girls and boys get ready to learn, acquire real knowledge, and enter the job market with the right skills to become productive and fulfilled citizens:

1 - Recognize previous gains

Average net primary school enrollment in Western and Central Africa is close to universal, rising from 50% in the 1990s to nearly 90% today Secondary enrollment in the last decade more than doubled to a current average of 55%.

While the COVID-19 pandemic has exacerbated the education crisis in the region and millions of children could not go to school or access distance learning, significant efforts have been made in educating young African girls and boys over the last decades But there is more to do to further advance education reforms

“With close to universal access in the primary cycle, the progress made is dazzling However, we should not lose sight of the fact that this success is relative, as it is more quantitative than qualitative There still is a long way to go,” says World Bank Regional VicePresident for Western and Central Africa Ousmane Diagana

2 – Transforming Education = Addressing Learning Poverty

Ousmane Diagana

Despite progress, 8 out of 10 children in Western and Central Africa are unable to read and understand a simple text by the age of 10, and more than 32 million children remain out of school - the largest share of all regions worldwide Weak foundations in childhood continue

into adulthood: heavy school drop-out, limited social advancement, and a lowqualified workforce are the consequences of learning poverty Transforming education means the government taking action to end learning poverty

3

- Leadership for impact: Countries learn from their own experiences

Tackling the learning crisis requires strong leadership, better implementation, and more investments in high-impact interventions, including a whole-of-society and government approach. Governments can learn from such interventions, expand, and adapt them to local contexts.

In Chad, a mobile payment system for the remuneration of community teachers improved their attendance record, while enhancing their commitment In Mauritania, the establishment of school management committees increased parent involvement. Mali increased secondary school enrollment 2.5 times since 2000 thanks to a dynamic public-private partnership model. During the COVID-19 pandemic, Sierra Leone offered free lessons through radio, television, phones, and online In Senegal, the Improving Quality and Equity of Basic Education project has helped Koranic schools, or daaras, provide foundational skills to pupils In addition, the Africa Higher Education Centers of Excellence project is training post-graduate students and scaling up research capacity and regional collaboration in science, technology, engineering, and mathematics, or STEM, to address the widespread skills shortages.

These examples show that countries can take action and turn this learning crisis into an opportunity for building a better future

4 – For the Sahel region, education offers a path to peace, and equitable and inclusive growth.

Education is a key driver of stability, social cohesion, and peace. In the face of growing uncertainty, young people live in areas where climate shocks prevent them from farming as they did before, and many turn to the call of the terrorists Empowering the youth with the right skills and giving them job opportunities is essential to realize their full potential and ensure social justice for all The Sahel countries and partners, such as the Sahel Alliance, are taking important steps to roll out an education roadmap as a game-changer over the next 10 years.

In the 2021 Nouakchott declaration, the G5 leaders committed to developing innovative policies to improve quality education by boosting support to teachers and increasing education

expenditure beyond the 3 percent of GDP currently allocated to this area

5 – Harness the power of technology

Technology can play a crucial role in providing new and innovative forms of support to teachers, students, and the broader learning process while also enhancing the equity, quality, resiliency, and efficiency of education systems

When the COVID-19 pandemic hit, millions of students were affected by school closures In Nigeria, Edo state saw an opportunity to further the development of its digital education drive and used WhatsApp, among other platforms, to organize e-classes Through its EdoBEST initiative, more than 11,000 teachers received rigorous training and 7,000 virtual classrooms were created, in a whole system reform to leverage modern digital technologies backed by science to improve teaching and learning processes

6 - Putting young people first

“Putting our young people first is at the heart of our work. Even before the pandemic, the world was already experiencing a learning crisis. The future of any society lies in its ability to provide its children and youth with the tools and opportunities to flourish, and to contribute to the development of the country,” said Ousmane Diagana

The #YouthActOnEDU Spoken Word Competition mobilized youths on the Education matter and showcased the importance of education and access to quality learning Meet, watch, and listen to the winners from across the AFW region

7 - A strong political commitment Leaders from across Western and Central Africa endorsed the Accra Urgent Call for Action on Education in June 2022 to meet ambitious targets with a focus on :

helping 30 million children to read by 2030;

ensuring that 12 5 million more adolescent girls are in school by 2030; training 3 7 million more young adults in foundational skills by 2025;

ensuring that 1 million more youth acquire digital skills by 2025, of whom 60% are expected to obtain better jobs.

Obaseki’s education reforms applauded at SouthSouth human capital development conference

Jan 17, 2023

Efforts by the Governor Godwin Obaseki-led administration to transform the education sector in Edo State and tackle learning poverty was brought to the fore at the South-South Human Capital Development Conference, with other state governments commending the governor’s investment in the education sector

The 2023 South-South Human Capital Development (HCD) Conference is taking place in Benin City, the Edo State Capital, with the theme, “Accelerating HCD in the South -South of Nigeria ” The two-day programme, between January 17 and 18, 2023 has in attendance HCD teams across Nigeria, education commissioners and other senior government officials from the South-South region.

Speaking during a panel session, the Bayelsa State Commissioner for Education, Hon. Gentle Emelah, commended the transformative reforms in Edo’s education sector under the leadership of Governor Obaseki, noting that Edo has set the template for other states. She noted that Bayelsa has understudied the Edo Basic Education Sector Transformation (EdoBEST) programme and is now implementing a holistic reform of its education through the Bayelsa Prime

Hon Emelah noted, “1,300 teachers are currently undergoing training to help improve their capacities as these teachers will help the state kick start the Bayelsa Prime which we copied from the EdoBEST programme to improve the educational capabilities and knowledge of our pupils and students in Bayelsa State ’’

On her part, the Edo State Commissioner for Education, Dr. Joan Osa-Oviawe said Governor Obaseki is taking human capital development seriously using education as a platform to drive the vision

She shared the success story of the EdoBEST programme which was launched in 2018 and has now been expanded into EdoBest 2 0 in 2021 to ensure primary and secondary students are captured in the programme

The commissioner said the programme focuses on five transformative pillars, including governance system, teachers’ professional development, learning for skills, school environment and values She said, “Soon Governor Obaseki will be launching the Edo State Learning Agenda We want to set clear targets from foundational literacy to competency-based pedagogy in our tertiary institutions.

“Since we started the EdoBEST reforms, we have received various states and countries who have come to Edo to understudy what we are doing, including Lagos, Ondo, Bayelsa, Rwanda and Sierra Leone amongst others We are excited in Edo to see that what we are doing in Edo is in alignment with the HCD thematic area of education ”

EdoBEST: Nigeria’s biggest EdTech Programme Expands to 1,200 additional Teachers

Jan 17, 2023

EdoBEST, the basic education sector EdTech programme of the Edo state government has expanded further by training and equipping 1,200 additional teachers and headteachers with teacher-tablets and smartphones to enable them better engage their students

The teachers and headteacher completed a comprehensive 10-day Induction Training where they were taught to use technological devices to deliver life-changing lessons and education to students irrespective of location in Edo state. They were formally recognised as “digital teachers” at a graduation ceremony at Edo State University Iyamoh, where the training was conducted

Governor Godwin Obaseki launched EdoBEST in 2018 thereby introducing a wholescale basic education sector reform built on cutting-edge technology, human capital development and an improved curriculum.

Sixteen Thousand, five hundred (16,500) teachers and headteachers have do far received training, equipped with technology to radically improve teaching and learning in schools

At present, teachers in the school system mark daily attendance, record students’ score and teach using teacher tablets which receive instructional materials from a central database daily

“The most desirable outcome of any teacher training or any upskilling activity we carry out at the Board is that the learning outcomes of our students are significantly improved,” Mrs Ozavize Salami, the Executive Chairman of Edo State Universal Basic Education Board, told excited teachers and headteachers at the graduation ceremony which took place on 14, January 2023

Sixteen Thousand, five hundred (16,500) teachers and headteachers have do far received training, equipped with technology to radically improve teaching and learning in schools

At present, teachers in the school system mark daily attendance, record students’ score and teach using teacher tablets which receive instructional materials from a central database daily.

Amidst chants of “teachers are great,” at the ceremony, Mrs Salami noted that “Your pupils are the reason you have this job They are the reason you have been trained, the reason work tools have been made available to you; therefore, their welfare, their learning, their attendance, and their academic progress must be your top priority. Henceforth, teachers will be assessed and promoted based on the academic performance of their students and so you must ensure that you do extremely well to meet your KPIs and teaching objectives ”

With this training, Edo State, under His Excellency’s administration, has trained

16,500 teachers since 2018 (EdoBEST induction training alone)

The state government has fully disarticulated Junior Secondary schools and onboarded all 307 Junior Secondary schools into the EdoBEST programme and onboarded all 1,024 primary and progressive schools (including those located in riverine, rural and hard-to-reach areas)

Presently, all basic education teachers in Edo state are now digital and have tablets. Also, an additional 3,000 teachers recruited under the EdoSTAR fellows programme now use technology to deliver lessons on a daily basis.

Speaking at the graduation ceremony

Emofonmwan Josephine, an EdoSTAR teacher from Etsako Central local government area noted that, “when I arrived for the training on the first day, I knew I was going to learn new things But I can testify that my expectation was surpassed. I am going back reinvigorated and with a can-do attitude to make my classroom vibrant and the children much better This training has brought the best in me.”

“A revolutionary basic education reform programme, EdoBEST was launched by Governor Godwin Obaseki to revolutionise teaching and learning in Edo state. The programme has drastically upskilled teachers and improved learning outcomes among children in Edo state”

Jubilation In Iyamho As 1,200 Teachers, Headteachers Graduate From EdoBEST Induction Training

Jan 17, 2023

“Over 1,200 teachers and headteachers from across Edo state were all smiles as they graduated from the EdoBEST Induction Training over the weekend

The 10-day landmark training which took place at Edo State University, Iyamho is the last major EdoBEST Induction Training as it concludes the process of bringing all teachers and schools in the basic education ecosystem (primary and junior secondary schools) into the EdoBEST programme

The graduation of this set of trainees brings the total number of Edo SUBEB teachers trained to over 16,500 since Governor Godwin Obaseki launched EdoBEST in April 2018 under the daring administration of the now Commissioner of Education, Dr Joan Osa Oviawe

Governor Obaseki also introduced the EdoSTAR Fellowship to close the teacher-pupil gap in the school system, EdoSTAR fellows make up a significant number of those who graduated over the weekend

“This was our first ever residential training, and we chose to hold it at the Edo State University, Iyamoh, to give the teachers a more comfortable and less distracting training experience,” the chairman of Edo SUBEB said.

“With this training, Edo State, under His Excellency’s administration, has trained 16,500 teachers since 2018(EdoBEST induction training alone), we have fully disarticulated junior secondary schools, and onboarded all 307 junior secondary schools unto the programme, onboarded all 1,024 primary and progressive schools (progressive

schools are those located in riverine, rural and hard-to-reach areas) into the programme.

“Presently, all basic education teachers in the state are now digital and have tablets Also, all 3,000 EdoSTAR fellows in basic education are now trained and placed in schools, thereby closing the teacher-pupil gap in our schools

“This reflects that Governor Obaseki is committed to finishing what he started in 2018, and we are now fully focused on measuring the impact of the programme on learning outcomes and also on domesticating the programme for sustainability

In the course of the training, participating teachers and headteachers learnt EdoBEST motivational strategies geared at bringing out the best in their pupils The role of teachers in the modern classroom environment, how to use specific instructional tools including the Character Board, the teacher tablet and smartphones for classroom and school administration were also part of the training. Additionally, teachers were taught how to identify children in need of additional support for academic excellence, support from abuse and other techniques to help children succeed

Speaking at the graduation ceremony Emofonmwan Josephine, an EdoSTAR teacher from Etsako Central local government area noted that, “when I arrived for the training on the first day, I knew I was going to learn new things

But I can testify that my expectation was surpassed. I am going back reinvigorated and with a can-do attitude to make my classroom vibrant and the children much better This training has brought the best in me ”

With the conclusion of the training and graduation ceremony more school children are set to benefit from the innovative and life-changing teaching methods synonymous with EdoBEST

2022

Learningpoverty:UsingEdomodeltomake Nigeriaacceleratorstate

19th December 2022

Accessing the internet through desktop or laptop computers has not been an option for people in Africa, owing to cost and availability For that reason, the mobile phone has been the primary tool for accessing internet on the continent As mobile becomes the pre-eminent platform for digital services in the world, what seemed like a challenge is likely to place Africa in an advantageous position.

What is required is increased access to devices, improved network coverage, more affordable data services, digital education and localised content and services for users on the continent, as it seeks to bridge the digital gap

A white paper from the United Kingdom Department for International Trade titled “The rise of Africa’s digital economy – tackling the ‘usage gap’ to create a thriving market for mobile services” assesses these issues and offers some recommendations on how Africa and African users can be brought further into the digital mainstream The report also emphasises the United Kingdom’s support for efforts to expand access to and use of digital services in Africa, including education, entertainment and health services.

Opportunities for mobile services

African consumers, along with others in the rest of the world, have made a rapid shift to mobile services Unlike in other regions where access is largely through mobile applications, however, the majority of African users tend to access digital services through diverse platforms that suit their budgets and devices

These include mobile network operator (MNO) portals through which service providers can provide zerorated content and services and direct to consumer short codes where consumers engage with services through a short code

Third-party portals are another option open to African consumers. An example is the Opera Mini browser which, in partnership with at least 10 MNOs, allows users to access services within the browser with minimum data consumption. Similar to this are the KaiStore, an app store for devices on that platform and mobile money wallets, such as MPesa’s “super app”, which gives users access to mini apps

In addition to these efforts, more innovation will be needed to overcome other unique challenges For example, the multiplicity of languages requires developers to think creatively about how to accommodate them on their applications

Developers may also rely on voice recognition or they may focus on graphics and images and deemphasise language. This can add further value where simplicity and digital literacy needs to be addressed.

Other publishers, such as Telecoming, allow users to switch languages while using their services Developers will have to recognise the diversity of the market as well as the fragmentation in channels of access and build their products to reflect these dynamics

The evidence is that the digital market is growing rapidly in Africa Digital Identity management is a key enabler here In South Africa, the subscription-based economic model is currently worth $530m and is set to grow 14% a year to reach $820m in 2025 Netflix is available in all countries and has recently launched a mobile-only subscription options for users in the continent. Some 4.89m Africans currently subscribe to videoon-demand services and it is expected that number could rise to 13.72m by 2027.

Local operators including Showmax and iROKOTV are also growing, while mobile service providers such as Safaricom and Globacom have launched streaming services and others such as Airtel, Globacom, MTN, Orange, Safaricom and Vodacom are also engaged in the space

Pandemic-era measures brought the focus on e-learning The market was estimated to be $2 47bn in 2021, according to a report from the IMARC Group, and is expected to hit $4 71bn by 2027 The report contends that elearning is meeting the challenge posed by the growing need for quality education, which classroom teaching cannot fully address. Mobile services will instrumental in expanding access to these services.

Barriers to access

African innovators have embraced the opportunities of mobile to present services and content to users In Kenya, water supply company Davis and Shirtliff has teamed up with 4R Digital, a digital services provider to embed mobile payments on their platforms so users can pay by usage, instead of a prohibitive upfront payment

Others, like Ubongo, Showmax and iROKOTV are providing entertainment to an increasing number of users. The United Nations Conference on Trade and Development (UNCTAD) estimates that digital services could add an extra $180bn to Africa’s GDP by 2025. However, this could be impeded by barriers to access that persist on the continent

Access to coverage is one of these barriers While it is improving around the world it is still an issue in subSaharan Africa, where 47% of the world’s uncovered population resides However, the number of users with access to mobile internet is now 28%, double the number that had access in 2014 Complementary satellite services may add further coverage in the future

Mobile network operators are working to improve this by rolling out 3G and 4G networks in West Africa The inability to read or write also prevents a lot of people on the continent from experiencing digital content and services. Other users also struggle to discover and engage with digital services due to their lack of knowhow. In response to this the GSM Association has introduced a GSMA Mobile Internet Skills Training Toolkit, which uses PDF and video to provide digital training and can be adapted to local situations

The cost of devices can be a disincentive to the adoption of digital services but handset makers are working to reduce costs and innovate with targeted devices for the African market Users have the option of smart feature phones with an operating system that supports thirdparty apps formatted for smaller screens

One of these is KaiOS, an operating system hosted on feature phones, which provides users with lightweight applications that enable them to access a wide range of tools and services. Other users can procure budget smartphones from companies like Transsion, the Chinese company behind Itel, Tecno, and Infinix. Refurbished phones from abroad also allow users the chance to access smart devices at a lower price point. Other efforts include using digital technology to extend hire purchase arrangements to consumers, to enable them to pay in instalments

The lack of localised content also constitutes a barrier, as users my not engage with content that is not tailored to them Providing content in local language and which require less data will enable more people to engage For content and service providers, inefficient or inaccessible payment channels can make it difficult to monetise their offerings

Mobile money services, the GSMA’s Mobile Money API and digital carrier billing are some of the options that providers have to address this. The high cost of smart devices and data services is another challenge. While services based on USSD and SMS have been delivered to feature phone users, smartphone usage must also be increased to expand digital opportunities Combined efforts from KaiOS, Opera, Safari9com, Google and MNOs are helping to reduce costs

Payment channels enable skills

Reliable payments channels are essential for digital services to thrive In Africa, where a lot of the population are unbanked and economies are largely cash-based, this would have been a major challenge without the emergence of mobile money and direct carrier billing There are about 1 35bn money accounts in the world currently, most of them in Africa In 2021, about $1 trillion in transactions were carried out over these platforms Payments to merchants are increasing, accounting for an average of $5.5bn in transactions a month, up from $2.8bn in 2020.

However, the GSMA’s Global Adoption Survey found that more than 90% of providers do not have this feature, while merchant payments are still predominantly offline Among the efforts to increase usage is the GSMA’s Mobile Money API, developed in collaboration with industry players that seeks to simply and accelerate integration with thirdparty providers Intermediaries such as Ireland’s Tola and Nigeria’s Flutterwave are also assisting merchants to accept and process mobile money payments Kenyan mobile money provider M-Pesa has launched an app that enables users to connect with other services on the platform, which has already been downloaded by 8m users

Direct carrier billing (DCB), whereby consumers charge goods and services to their mobile phone bill, is another growing payment channel. Telecoming, a content specialist, estimates that $89m will be charged through DCB in South Africa in 2022. It expects 16% in year-on-year growth, culminating in $159m by 2026 Currently, DCB payments are mainly for videos, music and games but it is spreading to other markets such as ticketing (Telecoming predicts that it will be account for $7m in ticket sales this year) and even physical goods

Africa has unique challenges with education provision While governments spend an average of 5% of GDP and 16% of national budgets on education, the continent scores 58% and 41% efficiency for primary and secondary education respectively, according to Brookings.

Africa’s mobile learning market

For this reason, it is believed that education technology, utilising mobile platforms, offers a great opportunity for the continent to expand access and improve quality According to the IMARC Group, the market in African edtech reached $2 47bn in 2021 and could be worth $4 71bn by 2017 Meanwhile, the total global market is estimated to be $404bn by 2025

Edtech has several advantages that are suitable for Africa It delivers widely available and cost-effective solutions, especially in countries that do not have adequate tools and resources for educating young people It is also a path to acquiring important digital skills for young people, which will become very crucial as more people are expected to require digital skills to survive in the rapidly changing global job market.

As of September, 2022, EdTech Hub, which monitors the industry, lists 210 firms providing edtech services in Africa

However, it observes that the industry is unstructured and incoherent, with little focus on how investments by these firms will work, when they will, how much will be needed and the context in which the investments will work.

Some of the providers in the market are M-Shule, a Kenyan service that combines SMS with artificial intelligence to provide offline or lowincome communities with mobile learning tools; Ubongo, which provides mainly cartoon programming for children; Viamo, into which people can dial in and listen to important information such as public health messages; and EdoBEST, which provides educational resources via audio lessons, digital self-study activity packets, digital storybooks, mobile interactive quizzes, learning guides for parents, and virtual classrooms

Others are African Story Book, which works with local educators to publish books that can be read online or offline, or downloaded and printed; Worldreader, which gives readers access to one of the largest catalogues of free eBooks via the Opera Mini browser; and Funzi, which specialises in gamified, bite-sized lessons offered via community partners, non-governmental organizations, MNOs and social networks

Conclusions and recommendations

Mobile services have the power to transform societies by eliminating the challenges of time and distance Not only do they have to deliver beneficial services such as educational technology, they also bring entertainment and can create jobs and increase revenue generation. According to the United Nations, internet business in Africa could add $180bn to the continent’s GDP by 2025 To get to these benefits, industry stakeholders will need to work together to address structural barriers such as reach and the usage gap Measures such as education, cheaper devices, affordable data services and content that is targeted at and adapted to the needs and circumstances of the African consumer will have be applied to help the market reach its full potential The United Kingdom government is confident that a coordinated approach from mobile operators, regulators and mobile content creators can achieve the goal of increased access and usage in Africa. The UK also recognises the immense potential of the mobile to transform lives and societies in Africa and is committed to working with its counterparts to stimulate digital innovation on the continent. A more robust digital economy will give African businesses and citizens access to more functional mobile channels which will promote more commerce and, eventually, strong economic growth

Learningpoverty:UsingEdomodeltomake Nigeriaacceleratorstate

13th November, 2022

According to the World Bank and the United Nations Educational, Scientific and Cultural Organisation, UNESCO, Institute for Statistics, Learning Poverty means being unable to read and understand a simple text by age 10 Over 100 million children are affected in Sub-Sahara Africa and South-East Asia

WHAT is Accelerator Programme?

Accelerator Programme recognises and supports cohorts of governments that exhibit the crucial ingredients needed to fight learning poverty. It was launched in late 2020 by the World Bank and UNICEF, in partnership with the Bill & Melinda Gates Foundation, U K ’s Foreign, Commonwealth & Development Office (FCDO), UNESCO’s Institute of Statistics, and USAID

Governments implementing accelerator programme are those that demonstrate strong political and financial commitment to reducing learning poverty; willingness to measure and monitor learning outcomes; and readiness to implement large-scale, evidencebased reform programmes to improve foundational literacy/skills

The World Bank and UNICEF recognise the initial cohort of Accelerators to include Brazil (state of Ceará), Ecuador, Kenya, Morocco, Mozambique, Niger, Nigeria (Edo State), Pakistan, Rwanda, and Sierra Leone In pursuit of the Sustainable Development Goal 4, SDG4, the Accelerator Programme aims to demonstrate that governments that are dedicated to improving their foundational learning outcomes can achieve results within a few years through focused, evidence-based action, with adequate political and financial support

As part of the programme, the World Bank is working with Accelerator governments to:

1 Set and monitor key targets focusing on foundational learning;

2 Develop a clear, evidence-backed, and realistic plan on how to reach the targets; and

3 Strengthen the governments’ capacity to implement the reform programme UNICEF will complement this effort and strengthen society-wide commitment and support by engaging Accelerators to:

1. Implement advocacy campaigns to establish, publicize, and secure wideranging support around government targets; and

2 Increase partner alignment and accountability by aligning donors, civil society, the private sector, and other education stakeholders around the target, investment case, and programming support

Nigeria’s situation

Among the factors responsible for learning poverty is the out-of-school children menace and the country is highly affected by it Therefore, serious engagement and striving to adopt and be part of the accelerator nations should be the focus of the Nigerian government However, since education is a concurrent matter in the Constitution, some states are making efforts at reducing learning poverty and the OSC menace. One of such states is Edo, whose effort has been recognised globally to warrant it being listed as an accelerator state.

The state launched the Edo Basic Education Sector Transformation EdoBEST in 2018 Recently, officials of the World Bank led by the Global Head of Education, Dr Jaime Saveedra; Ms Scherezed Latif, Education Practice Manager for West and Central Africa; Senior staff of the Bill and Melinda Gates Foundation, led by Education Programme Officer, Dr Clio Dintilhac; Chief of Education, UNICEF, Mrs. Sahaadna Panday, and Mrs. Yetunde Oluwatosin, Education Officer, UNICEF Nigeria and their team members were in Edo State to visit rural schools in order to assess the impact of EdoBEST on Foundational Literacy and Numeracy

At Okpon Primary School, the delegation interacted extensively with teachers, pupils and community elders When asked their greatest need, the pupils and community elders said perimeter fencing for the school The delegation noted that what is being taught at the rural school is the same as what obtains in schools in Benin City, the state capital

Learningpoverty:UsingEdomodeltomake Nigeriaacceleratorstate

13th November, 2022

WHAT is Accelerator Programme?

As part of the programme, the World Bank is working with Accelerator governments to:

1 Set and monitor key targets focusing on foundational learning;

2 Develop a clear, evidence-backed, and realistic plan on how to reach the targets; and

3 Strengthen the governments’ capacity to implement the reform programme UNICEF will complement this effort and strengthen society-wide commitment and support by engaging Accelerators to:

1. Implement advocacy campaigns to establish, publicize, and secure wideranging support around government targets; and

2 Increase partner alignment and accountability by aligning donors, civil society, the private sector, and other education stakeholders around the target, investment case, and programming support

Nigeria’s situation

Technical education will drive Edo’s industrial growth, says Obaseki

8th December 2022

Edo State Governor, Mr. Godwin Obaseki, has said government’s sustained investment in technical and vocational education will facilitate industrial growth and economic development in the state

Obaseki said this when he received members and representatives of the World Bank and Bill and Melinda Gates Foundation, according to a statement by Special Assistant to the Governor on Media Projects, Crusoe Osagie

The governor, while commending the development partners for their support for the ongoing reforms in the education sector, said his government was revamping the sector, with focus on Technical and Vocational Education and Training (TVET).

He said: “We are working hard to train more teachers, especially in specialised subjects. We have done a lot over the last five years for our students and primary school pupils and now moving to Junior Secondary School, ensuring we are not dropping the standard We must ensure that by the time they are finishing nine years of basic education, they have a pathway to where they want to be in life ”

On plans to sustain the gains recorded in the education sector through the EdoBEST programme, Obaseki said: “About 300,000 children are in our public school system in Edo State Some are from disadvantaged backgrounds as their parents don’t have money to send them to private schools and as such, we keep our eyes on what is going on in private schools with a focus of capturing them in the EdoBEST programme.”

Earlier, Global Director of World Bank, Jaime Saavedre, commended the Obaseki administration for the successes recorded in the education sector, especially at the basic level Presenting the progress report, challenges and plans for expansion of the EdoBEST programme, the Chairman of State Universal Basic Education Board (SUBEB), Salami Ozavize, said the state government was working to ensure all Edo children get quality education that will equip and prepare them to compete favourably with their counterparts across the globe

7th

WorldBank,UNICEF,IOM,Others ValidateImpactofObaseki’sDevt ProgrammesinEdo

December 2022

MThe World Bank, the United Nations International Children’s Fund (UNICEF) and the International Organisation for Migration (IOM) among others have hailed Governor Godwin Obaseki for his government’s impactful and life-changing reforms and programmes that have continued to translate to improved livelihoods in Edo

The Director Global Education, World Bank, Jamie Saadevadra; Chief Education Officer (Nigeria) UNICEF, Saadhna Panday and the Chief of Mission, IOM, Laurent De Boeck, while speaking in Benin City during a dinner organized by the state government, hailed Obaseki’s impressive and pragmatic approach to governance and for implementing nuanced reforms and programmes to deliver on the government’s development objectives and achieve progress across all sectors of the state’s economy

Others who also validated the governor’s development programmes are the representative of the Italian Government and Italian Ambassador to Nigeria, Stefano De Leo; Senior Programme Officer at Bill and Melinda Gates Foundation, Clio Dintihac, and the Regional Vice President (Africa), Udacity, Emman Nour Ahmed Raslan, among others

The World Bank representative, who described Edo as an accelerator state, said Edo under the leadership of Governor Obaseki is among the only ten sub-nationals in the world with the political will to transform education and tackle learning poverty.

Jamie noted “Across the world, we’re faced with a huge challenge; we face what I describe as a silent crisis One that we don’t see any one dying each day but we see so many children across the world, even if they go to school, are not learning or getting the skills they require to succeed in life That’s a challenge we have everywhere, including in Nigeria and Edo ”

While commending the governor for the successes recorded in the education and other sectors of the state, the UNICEF representative assured that the global education body “will continue to partner and ensure the technical support to provide all that’s needed to take the EdoBEST programme to the next level.”

Panday said, “Let me say how delighted we are at UNICEF to be partnering with Edo state It has really been wonderful visiting various schools in the state I have had the opportunity to travel and see schools across the country, and today, seeing the Edo example and what is possible and has been achieved here, it is really heartwarming

We are in 190 countries across the world and I must say that we really look forward to taking the EdoBEST programme to, not only to other states in Nigeria but to other countries across the world. Many other countries could learn from the Edo example and that’s our commitment to you.”

On his part, the Italian Ambassador to Nigeria hailed the state government for the launch of the second phase of the Managing Migration through Development Project, assuring that the government will partner with the state on job creation, as well as investment and training opportunities, among others

According to him, “The Italian Government invested about €2m in this project expected to last for two years because we strongly believe that the projects of economic development and growth by the government of Edo State led by His Excellency, Governor Godwin Obaseki need to be supported These are innovative projects and programmes because they were drafted by the state government ”

In his response, Obaseki thanked the partners for their collaboration and support, reassuring that his administration will sustain efforts to ensure sustainable growth and development in the state He said, “We are here reviewing what we have done and collaborations with various partners that have led to the successes we have recorded across all sectors today We can only say that we are in the middle of a journey. We have started a process and cannot go back.

How Edo’s Progressive School Model is pushing inclusion

29th November 2022

Reading a simple text seemed a herculean task for nine-year-old Faith Imafidon until the EdoBEST Progressive School Model was introduced in her school last February

Access to school was not the reason Faith could not read as she was enrolled and attended one for many years. The reason was because of the poor quality of education she was receiving.

Faith’s situation is similar to that of millions of children globally

According to the World Bank, a large portion of 10-year-olds, some from developed countries, can neither read nor understand a simple text, a problem it refers to as learning poverty

In Nigeria, the situation is particularly dire as UNESCO puts the proportion of children suffering learning poverty at “an estimated 70 per cent , varying from state to state ”

Like Faith, children in rural areas and those from minority groups are particularly affected, not because they are not enrolled in school but because in most cases, their teachers have not been retrained and equipped to handle the problem. In Edo state, things are different.

In February 2022, a model called the Progressive School Model was introduced into state-owned primary schools as part of the Edo Basic Education Sector Transformation programme (EdoBEST) with the objective of dealing with learning poverty and reducing the number of out-of-school children in rural areas

BDesigned to tackle these problems among underserved, minority communities, the model uses the same techniques and methods used in EdoBEST schools in cosmopolitan areas, albeit with slight modifications that address the peculiarities of remote environments

“It took less than two weeks before the students in my school started responding to the new methods we introduced to them under the progressive school model,” Mrs. Helen Ojo, the Headteacher of Etinosa Idunmwunhigie School in Ovia North East said

For Mrs Ojo, the model is a great development that has helped improve academics among the children in her school “The children are learning and improving They have progressively begun to read and write better in just ten months of implementing the model,” she said

Inside the Progressive Schools Model

The Progressive School Model replicates the EdoBEST model albeit to suit the learning needs of children in communities which are educationally disadvantaged. In most cases, progressive schools have less than 100 pupils. They are dispersed and are often attended by nomadic children who are consistently on the move

What the model has done is to use the power of technology to bring the same lessons being taught in schools in the state capital to children in any hamlet or village in Edo state in real time

Before the implementation of the model, a preliminary diagnostic test was carried out to better understand the literacy and numeracy skills, strengths and weaknesses of the pupils in the rural schools

Afterwards, in January 2022 an initial set of 577 teachers and school leaders drawn from 148 progressive schools across 18 local government areas were trained at the EdoBEST Induction training to fill the gap identified among their pupils.

Their training not only introduced them to the methodology used by EdoBEST but also equipped them with the skills and tools to implement the progressive school model (which is an initiative of EdoBEST) The training specifically exposed the teachers to the technology behind EdoBEST and the way to gainfully use it to improve learning outcomes among pupils

One of the methods employed by the model in improving literacy and numeracy skills is Cross-Grade Ability Grouping This grouping is where pupils are sorted into their Ability Groups based on their results from the diagnostic test. Children in each group were then taught (literacy and numeracy subjects) based on their level of understanding until they were fit to be sent back to their rightful classes

Mrs Osato Omoba, Headteacher of Walden Iboro School in Ovia North East notes that the introduction of Cross-Grade Ability Grouping to her school improved pupils’ interest in learning after an initial period of hesitance both from the pupils and their parents

She also noted an improvement in numeracy and literacy skills in just two terms of operating the Progressive School Model. “The use of charts and sounds has been effective in improving their literacy skills,” Mrs Omoba says “The crossgrade ability grouping really helped them improve reading and numeracy skills and the evidence is everywhere in the school ”

“For Faith Imafidon, her improvement was remarkable As a Primary 3 pupil, she had trouble blending sounds to form words and reading sentences But with the cross-grade ability grouping, she now blends her sounds and reads at par with children in higher classes ”

For children in Ali Okhimo Camp in Ihievbree area of Owan East, receiving similar teaching to children in Auchi, Ekpoma and Benin City has helped them access quality basic education. Parents in the interior now send their children to school with the hope of accessing quality education.

Mr Monday Ailoyafen, the Headteacher of Nomadic Primary School, Ihievbree noted that with the adoption of the progressive model in his school, children from the hinterland and neighbouring nomadic community now have access to quality basic education

“Children in the camp are now reading, using the cheers and chants taught to improve their vocabulary”, Mr Ailoyafen noted amidst smiles

“The government is not playing with educational standards in the state Working with the support personnel assigned to our school, I am also taking education seriously in this area of Edo state.”

Sustaining a methodology that works

At present, education policy stakeholders have continued to put measures in place to sustain the Progressive School Model

Working with a support system of Learning and Development Officers, as well as Quality Assurance Officers, the Edo State Universal Basic Education Board (Edo SUBEB) is relentless in its goal of delivering superior learning outcomes across all state-run primary and junior secondary schools in the state, especially schools in rural areas which have not been on the radar of successive policy makers for years

In less than a year, the progressive school model has not only democratised the spread of quality education but has also shown promise as teachers and pupils have attested to its impact on their schools The home grown solution has shown promise as Nigeria grapples with learning poverty

EdoBEST tipped as solution to learning poverty in Nigeria

22nd November 2022

Education experts at the 28th Nigerian Economic Summit have tipped the EdoBEST method as capable of tackling learning poverty and deprivation among children across Nigeria

This comes as the country continues to grapple with myriad of challenges bedevilling the basic education sector, leading to poor learning outcomes among pupils and low school enrolment.

In August 2022, the United Nations Children’s Fund (UNICEF) noted that no fewer than 70 per cent of children in Nigerian schools are suffering from learning poverty (a situation where 10-year-olds cannot read or understand a simple text) while the United Nations Educational, Scientific and Cultural Organisation (UNESCO) put the number of out-ofschool children in the country at 20 million in October 2022

Speaking at a panel session with the title, “Eradicating Learning Deprivation,” at #NES28, Group Managing Director of NewGlobe, Mrs Omowale David-Ashiru, noted that learning deprivation or learning poverty is a global problem exacerbated by the COVID-19 pandemic in African countries like Nigeria, where the combination of out-of-school children and the poor rate of learning for those in school gravely threatens the potential of future economic growth and social development

David-Ashiru, however, noted: “There are existing examples of a holistic methodology already delivering value for Nigerian children in Edo, Lagos and Kwara states ”

EdoBEST has been implemented in 1,330 schools across Edo State It has transformed the way over 350,000 pupils learn in the state.

Since inception, the programme has overhauled Teacher Professional Development (TPD) and reoriented teachers on better pupil and classroom management methods that have delivered measurable results

Additionally, EdoBEST has seen the introduction of a whole new curriculum, which is in line with the approved national curriculum, while adopting technology in all aspects of basic education service delivery and management

chool heads and the management of Edo State Universal Basic Education Board (Edo SUBEB) now use modern technology to collect and collate information for the management of pupils, teachers and schools.

Executive Secretary, Universal Basic Education Commission (UBEC), Dr Hamid Bobboyi, who was also on the panel, noted that as a tradition, education should be a major issue during periods of politicking and campaigning

He noted that Governor Godwin Obaseki used the education reform in Edo State to his advantage

Other speakers on the panel were UNICEF Country Representative, Ms Cristian Munduate; Special Adviser to the President on Social Investments, Mrs Maryam Uwais, and Director, Arc Lights Foundation, Ms. Abisola Obasanya.

ShowcasingNigeria’sEducation TransformationSuccessesat InnovationAfrica2022

20th November 2022

Major education projects, skills development and the upsurge in investments leveraging technology for education were the main focus of Africa’s number one high-level ministerial forum Innovation Africa from the 16th to 18th November 2022 in Lusaka Zambia This 10th anniversary edition of the summit was held under the patronage of the Government of the Republic of Zambia and led by the President, Mr Hakainde Hichilema

According to a statement Hundreds of Government Ministers and Officials are traveling across the continent to attend the summit including the following Nigerian officials Hon. Goodluck Opiah, Minister of State for Education, Hon. Dr. Sen. Adeleke Olorunnimbe Mamora, Minister of Science Technology and Innovation, Hon. Dr. Godwin E Amanke, Commissioner for Education, Cross River State and Hon Folashade Adefisayo, Commissioner for Education, Lagos State

The statement also noted that the highlevel Nigeria delegation along with counterparts from at least 24 other African countries engaged with other stakeholders on topics key to the education agenda of the summit

The statement further noted that among the topics covered at Innovation Africa was digital transformation across Africa’s education sector, teacher training, digital strategies for school leaders, technology innovation and solutions for improving school connectivity, curriculum reforms.

The statement further explained that the focus on education in this year’s event is pivotal to the learning poverty crisis currently faced in Africa and beyond, adding that a situation so serious it is a key focus of the UN Secretary General Antonio Guterres, particularly in the area of foundational learning, main theme of The Education Summit (TES), “ahead of the United Nations General Assembly in September 2022 culminating in UNICEF leading a new Call To Action on education ”

The statement hinted that the Innovation Africa summit education rich agenda provides an opportunity for African countries to fulfill this call to action, which is key as the learning poverty has become even more pronounced in post pandemic Africa.

According to the statement, “Case in point, our Nigerian delegation is attending this conference against a backdrop of 18 5million out of school children in Nigeria according to UNICEF, a negative growth of 76% from UNICEF’s 2021 estimate of 10 5million The education situation is even more dire according to UNICEF education specialist Ahmed Sharouda because 70% of the children in school are not learning anything that will add value to them or the society creating a learning crisis in Nigeria This statement was made by Sharouda in a presentation at a two-day media dialogue on Sustainable Development Goals (SDGs) and Child Rights, organized by the Federal Ministry of Information and Culture, in collaboration with UNICEF, in Kano, in April 2022.

“Nigeria is not alone in this situation, as a result of the worst shock to education and learning in recorded history, learning poverty has increased by a third in lowand middle-income countries, with an estimated 70% of 10-year-olds unable to understand a simple written text, according to a new report published by the World Bank, UNESCO, UNICEF, UK government Foreign Commonwealth and Development Office (FCDO), USAID, and the Bill & Melinda Gates Foundation.

“This rate was 57% before the pandemic, but now the learning crisis has deepened This generation of students now risks losing $21 trillion in potential lifetime earnings in present value, or the equivalent of 17% of today’s global GDP, up from the $17 trillion estimated in 2021

This report, The State of Global Learning Poverty: 2022 Update also tasks countries on the need to concentrate their efforts on the most cost-effective approaches to tackle learning poverty “It states that these interventions must be implemented as part of a national learning recovery program that can also serve as a springboard for building more effective, equitable, and resilient education systems

Dr Benjamin Piper, Director of Global Education, Bill & Melinda Gates Foundation was quoted as saying “ we have solutions that can work at scale and in government systems Committing to substantial learning recovery programs is a start, but the composition of those programs matter: measure learning outcomes, but also invest in improving instruction through structured pedagogy…”

“In Nigeria, based on these suggestions, there are bright glimmers of hope for effective scalable education transformation as seen in Lagos State’s EKOEXCEL, Edo State’s EdoBEST and Kwara’s KwaraLEARN, all with technical support from NewGlobe, Nigeria

“The Governments of Nigeria’s Lagos, Kwara and Edo States have all committed to driving up standards and outcomes across their entire education systems, with measured gains in literacy and numeracy in weeks Their programs are supported by data-driven technology solutions in partnership with NewGlobe, a social enterprise which supports national and state governments by creating powerful technology-enabled education systems.

“The EKOEXCEL program in Lagos State covers half a million students and all pre-primary and public primary schools A recent evaluation found that an average primary three EKOEXCEL pupil was now reading at nearly the same fluency level as an average primary five pupil before the launch of the program in 2020, despite the impact of the COVID-19 pandemic

“The Edo Basic Education Sector Transformation (EdoBEST) in Edo State is another example of Nigerian education reform, which is being watched closely by other Government leaders ”

Edo State Governor Godwin Obaseki said: “We used standard tests to examine fluency, literacy and numerical skills at every age The outcomes, which are independently measured, showed that the children in EdoBEST now are learning at about 70% of the rate of their counterparts in Europe and Asia.

That same review of the average situation in Nigerian schools measured them at about 30 percent. So while the average Nigerian is 30 percent, Edo State is at 70% ”

The statement said EdoBEST is supported by the World Bank, the only subnational education program in Africa to be part of the World Bank’s Accelerator Program

World Bank Education Director Jaime Saavedra said “We believe that Edo State can set a great example for other states in Nigeria and even other countries That is why Edo is part of the World Bank/UNICEF Accelerator Program ”

The statement added that the KwaraLEARN programme is the third statewide Nigerian education reform programme being showcased at the Education World Forum.

Kwara State Governor, Abdulrahman AbdulRazaq said: “This is in the realization that getting education right from the foundation will support our achievements in infrastructural development, agriculture, technology, and social services, and open up new vistas of opportunities that will promote the common good ”

Continuing, the statement said: “All three programmes empower every teacher with digital tools to deliver expertly planned lessons based on the local national curriculum

“The combination of structured pedagogy with the gathering of real-time data for accountability and feedback, is one recommended by the World Bank, as governments everywhere deal with the impact of the covid-19 pandemic, and the school closures which accompanied it, on children’s education.

“This holistic learning methodology was the subject of a 2-year study led by 2019 Nobel Prize winning professor Michael Kremer. The Kremer Study finds that NewGlobe methods deliver unequivocal major learning gains across every academic year in NewGlobe-supported schools, compared with other schools

These are particularly large in the “key grades” for Foundational Literacy and Numeracy (FLN), primary classes One and Two Kremer and his co-authors found that students in early childhood years supported by NewGlobe received the equivalent of an additional year and a half of learning in two years

“Programming supported by NewGlobe in Nigeria has previously been studied by Oxford University and the Department for International Development and revealed equity of learning. It contradicts decades of global education research that asserts family background matters more than the school a child attends, in relation to levels of learning.

Education scholars estimate education reforms resulting in a 25-point gain on Programme for International Student Assessment (PISA) (0 25 standard deviation) will increase the GDP growth rate by 0 5% annually in middle-income countries Lagos, Edo and Kwara can expect the same outcome Hopefully the whole of Nigeria can too, if this is also implemented at Federal level ”

18th

November 2022

Morechildrenthaneveraregoing toschool.Butaretheyreally learning?

World Children’s Day is on 20 November. The UN calls it a day “to advocate, promote and celebrate children's rights” And key among those is the right to education Superficially, states have made great progress in ensuring this right is realized Decades of enrollment drives mean that around 90% of primary age children are in school But to have any meaning, the right to education must ensure learning For most children around the world, it does not

According to the development economist Professor Lant Pritchett, Director of the Research on Improving Systems of Education (RISE) Programme at Oxford University’s Blavatnik School of Government, such a catastrophic scenario exists because – incredibly –many education systems simply do not prioritize learning. “They exist for a variety of purposes,” says Pritchett.

“They push kids through schools, they build out the school systems, they are committed to attendance They are committed to enrollment They are committed to the trappings of it But they don’t have a clear, driven purpose, a driving commitment to learning ”

UNICEF estimates that two out of every three 10-year-olds globally cannot read a simple sentence Hundreds of millions of children around the world are in school, but learning nothing Their right to education is hollow

The right to education must ensure learning

Africa has a particular challenge, as a new UNESCO study of foundational learning in Africa spells out: “Children in Africa are seven times less likely than children in the rest of the world to be prepared for the future in reading and five times less likely to be prepared for the future in mathematics ”

But such a daunting situation is also increasingly inspiring many African governments to action, with the goal of driving economic development by unlocking the dormant potential of so many of their young people The government of Rwanda is one Its RwandaEQUIP programme describes itself as: “A transformative program to make the country’s basic education system globally competitive ”

Underpinning RwandaEQUIP is datadriven technology, high-quality learning materials, and ongoing training and coaching for government teachers and school leaders NewGlobe is the programme’s technical partner Teachers are supported with tablets to deliver bespoke lesson plans optimized for their students; they also provide a feedback loop of data. Without it, measuring and driving improvement is impossible.

In southern Nigeria, the EdoBEST education transformation programme has been running since 2018 in Edo state Covering 1,000 primary schools in its first phase, it has expanded to include junior secondary and progressive schools – those in hardto-reach communities – with the strong support and financial assistance of the World Bank

“Within Nigeria, EdoBEST is doing so well by helping to improve foundational learning The management of the World Bank thinks that this is a model that can be scaled to other states in Nigeria,” explained Senior Economist Gloria Joseph-Raji on a visit to the state in October. There is overwhelming evidence that such a data-driven, evidence-based focus on driving up learning outcomes works.

An independent study led by Professor Michael Kremer, the Nobel Prize-winning economist, used a randomized control trial to measure the effects of NewGlobe’s teaching methods in schools in Kenya – the same methods underpinning RwandaEQUIP, EdoBEST and similar programmes in Liberia, Lagos and Kwara states in Nigeria and Manipur state in India.

It found learning benefits “among the largest in the international education literature, particularly for a program that was already operating at scale” Crucially, the biggest learning gains came in early years Pre-primary children were nearly a year and a half of learning ahead of peers in other schools after two years’ participation

Primary children were nearly a year ahead Grade One students in NewGlobe-supported schools – typically age six or seven – were more than three times as likely to be able to read as their counterparts When the Edo state government commissioned an academic study into learning gains under EdoBEST, it found students were learning as much in one term as they were learning previously in a whole year.

The economic argument for fixing the dislocation between education and learning has been analysed in a new study co-authored by the Yidan Prize winner Professor Eric Hanushek: “According to our projections based on historical patterns of long-run growth, the world would gain $718 trillion in added GDP over the remaining century if it were to reach global universal basic skills This is equivalent to over five times current annual world GDP ”

With such an overwhelming economic argument in favour of learning, why are so many education systems still broken?

One reason, highlighted in the same UNESCO study of foundational learning in Africa, is the current inability of so many to gather accurate data, detailing what students know, and how they progress, to make good policy decisions:

“Despite improvements in learning assessments, there are no data on the learning levels of two-thirds of African children Only 14 of 55 countries have information on learning from at least two points in time.”

The Governor of Nigeria’s Lagos state, Babajide Sanwo-Olu, stresses the importance of data gathering for his EKOEXCEL education transformation programme, enabled by the same kind of teacher tablets used in Rwanda and Edo state “We can check from the tablet what attendance we have in our schools; which teacher has come in and what are the lesson notes You can design the same curriculum, irrespective of which part of the state the schools are in So, you can have the same quality in terms of input and the expected outcome from education ”

The right to education features prominently in the Declaration of the Rights of the Child and the Convention on the Rights of the Child, both adopted by the UN General Assembly on the date chosen to mark World Children’s Day. The theme of this year’s day is “Inclusion, for every child.” But to drive development and economic success for all children, their communities and their countries, we need to see the day when the right to education is coupled with the right to learn That will be a World Children’s Day to celebrate even more

NewGlobe:NigeriaMustInvestin FoundationalLiteracy,Numeracy,

16th November 2022

…Says there is need to explore innovative approaches to eradicate learning poverty

NewGlobe Nigeria has revealed for the federal government to invest in foundational literacy, numeracy and explore innovative approaches to eradicate poverty The group disclosed this at the 28th Nigerian Economic Summit(#NES28) which held on November 14-15

A statement made available to THISDAY said the Group Managing Director, NewGlobe, Omowale David-Ashiru, was a panelist on the interactive session tagged: “Eradicating Learning Deprivation” alongside UNICEF Country Representative, Ms Cristian Munduate; Special Adviser to the President on Social Investments, Mrs Maryam Uwais (MFR), Director Arc Lights Foundation, Ms Abisola Obasanya; and Executive Secretary Universal Basic Education Commission (UBEC), Dr. Hamid Bobboyi.

The statement said the session discussed solving Nigeria’s learning deprived children rate of 70 percent according to UNICEF

While speaking on the panel, Omowale noted that learning deprivation or learning poverty is a global problem exacerbated by the COVID-19 pandemic in African countries such as Nigeria where the combination of out of school children, “and the poor rate of learning for those in school gravely threaten the potential of future economic growth and social development ”

Omowale further explained that to discuss potential solutions citing the June 2022 report by the World Bank, UNESCO, UNICEF FCDO which shed light on proven solutions, prescribing focus areas for progress, adding that the existence of solutions that can work at scale and within existing government systems to improve learning outcomes.

It also stated that commitment to learning programs by governments and the composition of the programmes: with emphasis on teacher training, improved instruction through structured pedagogy and measurement of learning outcomes

According to Omowale, “There are existing examples of a holistic methodology already delivering value for Nigerian children in Edo, Lagos and Kwara States”

“There are three distinct examples in Nigeria running statewide intricate public-school systems built upon four core aspects:

A digital learning platform, adaptive instructional content, teacher training and coaching, and 360-degree support.

Within this holistic system are many sets of practices, such as school management, learning and development, instructional guidance, and feedback Schools in this system are being transformed using technology and data, every school is transparent and accessible to its political leaders; decisions and policies are data based and children are learning at a speed not seen before in Nigeria.

This holistic learning methodology was the subject of a 2-year study led by 2019 Nobel Prize winning professor Michael Kremer

“The Kremer Study finds that NewGlobe methods deliver unequivocal major learning gains across every academic year in NewGlobe-supported schools, compared with other schools These are particularly large in the “key grades” for Foundational Literacy and Numeracy (FLN), primary classes One and Two

Kremer and his co-authors found that students in early childhood years supported by NewGlobe received the equivalent of an additional year and a half of learning in two years.

“Political leaders across the continent are coming to learn from Nigeria’s systems and then implementing them in their own countries These examples are Edo State through the EdoBEST programme covering > 1000 nursery, primary and Junior Secondary schools, Lagos State through the EKOEXCEL programme covering >1000 Nursery and primary schools and most recently Kwara State through the KwaraLEARN program covering more than >1500 public schools at the full implementation of the programme

“Launched in 2018, the Edo Basic Education Sector Transformation (EdoBEST) programme is Edo State Government’s statewide education transformation program under Governor Godwin Obaseki

It was launched in response to deficiencies identified in the basic education system in Edo State Transformation (EdoBEST) programme in Nigeria

A study of EdoBEST indicated that pupils achieved the equivalent of 54% more schooling in English and 71% more schooling in math, learning in one term than what would have normally been learnt in 1 year.

“On a visit to Edo in October 2022, Martin De Simon an education specialist cum economist with the World Bank had this to say about EdoBEST “Definitely, many other states can learn from the experience of Edo and I do think that some of the interventions of EdoBEST are definitely significant for the national level

“For example, you here have a strong focus on data and information systems and this is something that we are trying to support with the development of our Education Management Information System

“That is essential for any education system and for all 36 states at the national level. So, there are certain things that we should be replicating and essentially scaled up and there are certain things that other states that are in similar situations can learn a lot of lessons from ”

In her remarks, David-Ashiru shared Kremer study learnings indicating Nigeria must invest beyond infrastructure alone, but also into foundational literacy and numeracy at basic education levels to eradicate learning poverty in Nigeria

In his remarks, Chief of Staff to the President, Professor Ibrahim Agboola Gambari, commended participants and endorsed the outcomes of the summit which include the need for restoration, increased funding, standardization and innovation in public education as a means to delivering economic stability for growth.

He added that this outcome among others would be contained in the NES28 “Green Book” a compendium of summit recommendations which would be disseminated to Federal Ministries, Departments and Agencies (MDAs) as well as other critical stakeholders to enable the implementation

“The Eradicating Learning Deprivation session at the #NES28 has delivered examples of an actionable framework for transformational leadership in education for Nigeria

We have a sustainable and inclusive solution to learning poverty, a necessary imperative for transforming Nigeria’s human capital into national productive and innovative capacity that creates a secure collective future of prosperity for all and sustained economic development.

Nigeria must as a matter of priority articulate a framework to harness foundational literacy and numeracy for 2023 and beyond We have a chance to drive real change and deliver quality education for children in Nigeria ”

Continuing, the statement said: “NES #28 convened national and global policymakers, business leaders, development partners, civil society leaders and scholars to articulate the country’s development imperatives that satisfy the need for economic security and sustainability, social justice, conscientious governance, political stability and environmental sustainability #NES28 was attended by many Nigerian leaders including Vice President Yemi Osinbajo, Kaduna State Governor, Nasir El-Rufai, the Minister of Finance, Budget and National Planning, Zainab Ahmed; other ministers as well as members of the private sector.”

Alaghodaro2022:Obasekilaunchesdigital museumforBeninartefacts

13th November, 2022

BENIN CITY – THE Edo State Governor, Mr Godwin Obaseki late Sunday, launched Digital Benin website which he said is a platform with the largest digital collections of Benin artefact

He said with the platform people could see 5,246 pieces of artworks from Benin and other parts of the state adding that the Digital Benin is now the largest museum in the world for Benin collections.

Obaseki at the ceremony which is part of the events marking Alaghodaro 2022 Summit, at the Sir Victor Uwaifo Creative Hub, Airport Road, in Benin City was, however, silent on when the works would be physically repatrated and seen physically

He said “We suggested having a catalog of all Benin artworks scattered around the world a while back Today, I am so glad and fulfilled that five years on, we now have the digital records of 5,246 pieces of Benin and Edo artworks in 131 locations across the globe This is a feat to be proud of

“Digital Benin is now the largest Museum in the world for Benin collections. It’s a virtual Museum which will tell you anything you need to know about Benin history and future. Go to the website and every piece of Benin artwork located anywhere in the world can be seen. You can see the artworks, the meaning and the locations

“This is a significant milestone we have achieved This project is very significant to the people of the kingdom

“We thank Prof Gregory Akenzua and members of the Benin Dialogue Group who, over the last two decades, have kept on the pressure and the dialogue on how to restitute and return the artworks taken away after the invasion of 1897.

“I met the Benin Dialogue Group having this debate and discussion for the last 18 years and later joined them to ensure we achieve the aims of the group We joined the group in 2017, and in 2018, we went outside the country to join the conversation and address the issues confronting the return of the art work

“The invasion of the Kingdom destroyed our history which was unbroken for 1,000 years It suddenly got broken and it’s taken us over a century to begin to understand our place in the world For more than 100 years, our artworks have been with strangers who do not understand the import, significance and importance of these works.

“These works serve as our ambassador all over the world and the concern for us is ownership, as these are our properties taken from us, at least let it be returned so that we will have a legal title

This success is all about collaboration and the achievement gladdens our heart I appreciate our European partners who have been really understanding, particularly the German, French and the Italian governments

The future is about technology and the Digital Benin rests on a technology platform.”

The governor said the state government is ready to continue to work with partners for continuation and sustainability of the Digital Benin website, noting:

“We have designed a new cultural district for Edo State Edo and Benin City is the natural cultural capital of West Africa Within this cultural district, we would have a minimum of three museums and we already have one which will be upgraded while two others (The Benin Royal Museum and EMOWAA)

Delivering his welcome address, Commissioner for Arts, Culture, Tourism and Diaspora Affairs, Hon Prince Bamidele Obaitan, thanked the Governor of Edo State, Mr Godwin Obaseki, for his visionary leadership style.

In her welcome address, the Director, Museum am Rothenbanm Kulturer and Kunste der Welt-MARKK, Prof. Dr. Barbara Plankensteiner, commended Governor Godwin Obaseki and the Oba of Benin for working hard to recover the stolen Benin artifacts scattered around the globe

A member of the MARKK Team, Dr Anne Luther, presented to the audience the Digital Benin website, noting that it is a place to visit to know more about the history of the Benin Kingdom

EdoBEST: Transforming education through largescale basic education reforms – De Simone

9th November 2022

Few months after the World Bank released its education strategy for eastern and western Africa, Martin Elias De Simone, Education Specialist and Economist with the Bank speaks about EdoBEST, a basic education intervention programme which he describes as a model worth emulating for wholescale system transformation.

Excerpts:

Let us talk about EdoBEST. It is obvious that the World Bank wants more Nigerian states to be uplifted through similar programmes. What exactly is the World Bank seeing that is informing that line of thinking?

What we see is that many of the interventions that we evidence worldwide and especially in subSaharan Africa show you that our skills for learning are being of EdoBEST

For example, one of the things that we see is that in context, where you have relatively low teacher quality which is a problem that is very common in Nigeria, scripted lessons are very useful especially for early grades because they provide a guideline in terms of how to conduct the class. There is a lot of evidence of this in different sub-Saharan Africa including some rigorous evidence for example from Gambia, Kenya and other countries That is one key ingredient

The second key ingredient that we see is that one of the main factors to determine learning levels is the quality of the teachers Of course, there are a lot of things to improve in the quality of teachers in Edo State Many of the constraints concern the structure problems that Nigeria has

But we do see that there is some effort to improve the pedagogue of the groups of teachers through for example, the Learning and Development Officers who give specific feedback based on the science of learning That is another thing we think that is going to have a big impact in terms of learning outcomes in the next few years.

If you really want to guarantee learning, you need a few things. You need the teachers to be in the class and the students to be in the class which is something that EdoBEST is doing through the tracking of attendance which I understand has improved significantly in the last couple of years But in addition, you also need the right instructional method

One of the things we are trying to focus on now is improving reading sub-skills to ensure that more children are able to read and understand simple stories by the time they finish lower primary school – the first three years of primary school

So basically, what we see is that many of the interventions relating to learning interventions to improve learning outcomes are being implemented in Edo State. Many of them, of course, require improvement and refinement but the efforts are there and that is why we think that many other states could learn from the experience of Edo State

Do you think that this methodology adopted by EdoBEST should become something like a national policy?

Do you think that that is a panacea to poor learning outcomes as we see across the country today?

Nothing is a panacea for education, you really have to adapt the intervention to a specific context We know that Nigeria is a very diverse country and the challenges you find in the North of the country are completely different from the challenges you find in the South of the country.

Definitely, I think many other states that have seen the constraints can learn from the experience of Edo and I do think that some of the interventions are definitely significant for the national level

For example, you here have a strong focus on data and information systems and this is something that we are trying to support with the development of our Education Management Information System

That is essential for any education system and for all 36 states at the national level So, there are certain things that we should be replicating and essentially scaled up and there are certain things that other states that are in similar situations can learn a lot of lessons.

We are hoping that during the Education Week in January, we can have a forum with representatives from different states who also learned from your experience to exchange knowledge and hopefully, they would be able to replicate and scale up, adapting them to their contexts of course, many of the interventions that you have here

Do you think that the major reason EdoBEST is making an impact is because of scripted lessons or a combination of many other factors?

I think it is a combination of many factors If I have to tell you the two main factors, I think it is the scripted lessons and the role of the learning and development officers If you have only the scripted lessons, but the teachers do not know how to really deliver them or they do not understand the content then the scripted lessons are not going to be useful.

But if you have the scripted lessons plus the specific support to the teachers, someone that goes and tells them, “This is when you can do or conduct your lessons”. Also, very importantly, what we have seen is that the teachers tend to be receptive to this feedback I imagine that probably when you started with EdoBEST, it must have been more complicated because there might be reluctance to these changes in structure Now, what we see is that they are very receptive So, I think those two key factors are the ones that are probably going to determine the success of the programme

And there is a third element that I think is very important which maybe was not part of the original a little bit but now we see a lot of progress in the programme which is measuring learning outcomes because you cannot know how much you are progressing if you are not measuring the development outcomes. What we see in the last couple of years, a lot of classroom assessment has been done to measure learning outcomes for some subjects but we are also supporting a large scale state level assessment to measure basic skills and maths skills for grades 3, 6 and 9 and is even being expanded to senior secondary education so those are the three things that I would say are going to change the reality of learning in Edo

You have spoken about a lot of things you saw during your visit, what is the most fulfilling part in all of this?

Definitely, the most fulfilling part was going to the schools to see the programme in action and see how the kids were very engaged The children and students were super focused on their tasks and how the teachers were very involved in the learning process

We had the opportunity to meet with some teachers that were really committed to their jobs Seeing that was definitely the most interesting part because it reminds you that everything that is done in an office or done by your own team, at the end of the day, has an impact on the ground.

In addition to that, we had an opportunity to visit some schools: one rural or semi-rural and the other one urban to see the EdoBEST programme in practice – see how the teachers are using scripted lessons in the tablets, how the tablets actually track their progress in realtime, how the Learning and Development Officers give specific recommendations to the teachers and how the Quality Assurance Officers are in charge of supervising and cross-checking the quality of the programme overall

We saw some solid interventions that we think are going to have an important impact on education outcomes in the state. Of course, there is always room for improvement and we think that one of the key issues might be the sustainability of the project

Let me throw one more thing, in Edo State, we have something called the progressive school model where you have pupils in rural areas receiving the same quality of education as those in urban centres, all these with a little reorganisation of the system. Do you think that this is a model that should be encouraged?

Your visit to Edo State was to assess the EdoBEST reforms which have been on for a number of years now. How was your visit?

I really enjoyed staying in Edo State. We had an opportunity to have discussions about the progress in terms of the EdoBEST project but also our support from the World Bank to that specific project which is through the Programme for Results (PforR) We had discussions with top government officials and of course with the entire EdoBEST project team and the different component teams

There are many things you learn from the progressive system If I understand well, the kids are not grouped according to their ages but are grouped depending on how you can group them based on their level of learning. That could be helpful in remote areas where many teachers are difficult to employ. I am very glad to see that you have started the expansion of EdoBEST to EdoBEST Progressive to reach everyone

That has been a priority to reach the most vulnerable and I think going forward, it is important to have interventions to guarantee the quality is the same For example, the teachers have the same resources which are something SUBEB does in Edo

Not only that, you also have the same kind of training It is something that we can learn a lot from to expand to rural or remote areas in Nigeria where, unfortunately today, we see that the learning levels are much lower than in urban areas or places with more access to resources.

And the way you are grouping your classes is a good opportunity to move to a system where you can teach at the right level, not just based on the age of the children and how the children progress in the educational system, but based on their actual skills

I think that the conversations should start by thinking about things such as adaptive learning Of course, you can do it in the urban areas as well but it is a great model

What other comment would you like to make with respect to what you have seen in Edo State?

I would like to make two comments

The first one is maybe personal I come from a family for which education has been very important. I am the first one in my family to finish primary school and then secondary school and then university and master’s degree. My parents did not finish primary school. So, I really see the impact that education can have in a family, in a community and in a society as a whole I really think what you are doing here can have an impact on the lives of many of these children that are part of Edo State

There is one key aspect which is that this intervention needs to be sustained and it needs to be sustained across political cycles

That is why I think that the involvement of the community, the involvement of the parents and socialising about the importance of this intervention is key so they can create the demand to sustain this intervention

The second thing that I would like to say is we can talk about main interventions and what works to improve educational standards, but nothing of that works if you do not have one key thing and that key thing is a high-level political commitment to drive education reforms.

In many cases, you have countries trying to implement the interventions at the technical level but they do not really have the support and the highlevel political commitment that drives the reforms That is something that we know we have seen in the past and that is key to drive changes in the education sector

At the end of the day, we also think that that high-level political commitment will help us in the educational sector We want children to start with the proper education stimulation they get in school

We want them to actually attend school and receive the learning then we want them to continue their education and receive the skills that will progress them into productive fulfilled citizens.

That is something we have also seen when we visited the Innovation Hub for example. So, it is not that your efforts stop at the basic level, they are being expanded at the senior secondary level as well and they continue till tertiary education

We are very happy to see that level of commitment and that is what encourages us at the World Bank to come and support you because we know that if we bring the evidence to a place where there is no commitment, we are not going to support you efficiently but if we bring the evidence and the resources to a place where there is high-level commitment, we are going to succeed

Education Transformation: World Bank recommends EdoBEST

for Nigeria

26th October 2022

A delegation of the World Bank has indicated that the Edo Basic Education Sector Transformation (EdoBEST) Programme’s model is adequate for holistic transformation of basic education service delivery in states across Nigeria

Senior economist with the Bank, Gloria Joseph-Raji made the disclosure during a courtesy visit to the Governor of Edo state, Mr Godwin Obaseki, as part of activities marking the Bank’s Edo Basic Education Sector and Skills Transformation Operation Programfor-Results (PforR) Assessment visit

According to Mrs Joseph-Raji, “Globally, we have socialized EdoBEST, as a lot of countries now know about the EdoBEST programme.

“Within Nigeria, EdoBEST is doing so well by helping to improve foundational learning The management of the World Bank thinks that this is a model that can be scaled to other states in Nigeria The Bank thinks that it is a useful model that other states in Nigeria can learn from ”

IEdoBEST has addressed a myriad of challenges that faced the basic education sector in Edo state prior to its launch in 2018

The programme currently runs in 1,330 state-owned junior secondary and primary schools across Edo state, catering to the learning and empowerment needs of over 350,000 pupils in the 18 local government areas of the state EdoBEST uses a pedagogy similar to what is used in Bridge Kenya Schools

Earlier in 2022, a two-year study by Nobel prize-winning economist Professor Michael Kremer confirmed that the methodology delivers superior learning outcomes compared to traditional methods used in state-run schools in Kenya.

The programme uses technology and roving Quality Assurance teams who track effectiveness of implementation and learning outcomes in schools Technologybacked teacher guides monitor attendance, timing of lesson delivery, and pupil comprehension to ensure that learning is simultaneously going on in all participating schools

A central academic team periodically reviews outcomes to enable policy makers iterate lessons in real time and identify teacher needs to design further training modules

The extensive data collected by the programme is used to dynamically improve its model and contribute to the pedagogy

In February 2022, the EdoBEST programme was expanded to accommodate progressive schools (schools located in rural and hard-toreach areas) and the result has been commended by parents, teachers, community leaders and pupils

Responding to the visiting delegation, Governor Obaseki noted that Edo State has instigated a revolution in education on the African continent.

He further noted that the difference between Edo state and many other states in Nigeria is the scalability and the sustainability of what we have done with EdoBEST

Edo SUBEB Chairman calls for prioritisation of GirlChild Education

22nd October 2022

The Executive Chairman of Edo State Universal Basic Education Board (Edo SUBEB), Mrs Ozavize E Salami has restated the commitment of the Edo State Government to the education of girls

According to Mrs Salami, “over 140,000 girls are registered and receive learning and empowerment at our 1,330 state-owned junior secondary and primary schools across Edo State

In Edo state, 49% of pupils in stateowned junior secondary and primary schools are girls

According to Mrs Salami, Edo SUBEB is empowering girls with knowledge to be the next generation of women who transform their homes and communities and take a seat at the table, a spot on the field or a place on the stage

She further noted that in the Words of His Excellency, Governor Godwin Obaseki, International Day of the Girl-Child presents an opportunity to reinstate his administration’s commitment to the welfare and allaround development of the GirlChild

The International Day of the Girl Child focuses attention on the need to address the challenges girls face and to promote girls’ empowerment and the fulfilment of their human rights

The theme of this year’s celebration, “ Our time is now – our rights, our future” is a call to action to prIoritize girl-child education while safeguarding their rights

EdoBEST schools are fitted with anti-gender Based Violence clubs to enlighten students on the dangers of gender-based violence and to uphold women’s rights

Mrs. Salami noted in commemoration of International Day of the Girl-Child

According to UNESCO, 129 million girls around the world are out of school, including 32 million of primary school age, as less than half of countries have achieved gender parity in basic education

Under the EdoBEST programme, social mobilisation activities have led to mass enrolment of girls in stateowned schools thereby bringing the ratio of females enrolled in stateowned primary and junior secondary and primary schools closer to the ratio of males

The EdoBEST programme continues to prioritize the delivery of basic education services, increasing girl child enrolment and improving learning outcomes in all state-owned schools across Edo state.

“As we commemorate International Day of the GirlChild, we truly believe in the power of our girls to become! We re-commit to invest in a future that believes in their agency, their leadership, and their true potential,”

World Teachers’ Day: Edo leveraging tech, equipping teachers with skills to restructure education

6th October 2022

The Edo State Governor, Mr. Godwin Obaseki, has celebrated teachers in the state, noting that the government is leveraging technology and equipping the teachers with requisite knowledge and digital skills to improve learning outcomes in the state

Obaseki said this in commemoration of the 2022 World Teachers Day, a global event launched by the United Nations Educational, Scientific and Cultural Organization (UNESCO) in 1994 to celebrate teachers across the globe

The governor, who hailed the teachers for being the champions in the government’s reforms in the education sector, assured that the government will continue to prioritize their welfare, ensuring that they are adequately rewarded for their role in grooming and moulding the minds of future leaders of the state and nation.

He said, “Today, being World Teachers Day, it is important to appreciate the efforts of our teachers who are playing huge roles in sustaining our administration’s efforts at restructuring the education sector, contributing effectively to the development of our state and nation

“We understand the role of education in achieving sustainable growth and development in society, which is only possible through continuous investment in our teachers

“Our government has continued to pay critical attention to teachers in the state, ensuring that they have the tools and knowledge to groom the next generation of Edo leaders We have also sustained investment in upskilling and providing teachers in our schools with modern tools and skills to improve teaching and learning in the state.

“We recently trained over 3,000 teachers, head teachers and principals on digital pedagogy as part of efforts to kick off the implementation and onboarding of junior secondary schools into our novel EdoBEST programme "

This is apart from several other trainings for teachers in the state to sustain the gains recorded in the education sector ”

The government is the largest provider of basic education service in the state and we are optimistic that our deliberate investment in teachers through professional development programmes will lead to measurable improvement in the learning outcomes of all our students located in urban, rural and even hard-to-reach areas of our state,” he added

Nigeria’s education cannot exceed the quality of our teachers

4th October 2022

Yet, in many low and middle income countries, the teaching profession is in a critical condition UNESCO estimates a shortfall in teachers in sub-Saharan Africa alone of 15 million Worse, those teachers struggling to help their students have little or no support “Many teachers do not have access to quality training and continuous professional development throughout their careers,” says UNESCO

Teachers can find themselves teaching in a range of challenging situations; working in remote areas with limited infrastructure, with little or no support or guidance, textbooks that aren’t aligned to the material or the age of the students they are attempting to teach and overcrowded classrooms with children sitting on the floor

Compounding all this is the sad truth that many teachers themselves may often struggle with the content they are teaching Literacy and numeracy can be a challenge

The outcome is predictable Nearly 90% of children around the world go to primary school But only about 35% can read a simple sentence at the age of 10 In sub-Saharan Africa only 10% can

Hundreds of millions of children are in school, but not learning

So this year’s World Teachers’ Day on October 5th is more than a day to celebrate hardworking and dedicated teachers It’s also a vital opportunity to rethink the way ahead, to shine light on the ideas and programs that are working in support of great teachers and great teaching

As this year’s theme says: “The transformation of education begins with teachers.”

Governments committed to transforming their public education systems understand this, and increasingly, visionary leaders in the Global South are showing that the way to transforming learning outcomes for their students begins with transforming training and support for their teachers

One pioneering program is EdoBEST, launched by Governor Godwin Obaseki in Nigeria’s Edo State with the support of its technical partner, NewGlobe

“Starting in 2018, EdoBEST trained more than 11,000 teachers in three years in government primary schools,” Governor Obaseki wrote in the Financial Times

“Teachers and pupils benefit from scientifically developed lesson plans and integrated digital content and learning materials tailored to our context ”

Multi-day training is centred around scientifically-based teaching methods and practices. Teaching guides are designed to ensure concepts are taught to maximise students’ understanding and learning, with exactly the right rigour, repetition and sequencing

Lesson plans support teachers with clear measurable goals and expected outcomes for their students All teaching is targeted to maximise learning for students, through structured practice and feedback grounded in extensive research on the most effective use of class time

Such a uniquely practical, datadriven induction training ensures every teacher is capable of delivering improved learning gains for their students.

The response from teachers, even highly experienced ones, is overwhelmingly positive.

“I am proud to be a teacher, but in the last 30 years of my service I have not got this type of training,”

explained Oyerebu Sarat, a Primary 6 teacher.

“When EdoBEST came in it has been training, training, training continuously. It was amazing, teaching me a new method of learning and it has been very effective

With the EdoBEST method of teaching, my students have improved so much ” But the ultimate proof of success has been in learning outcomes for EdoBEST students

“Children in primary schools in Edo State today now learn three times more than they used to learn with the old pedagogue,” says Governor Obaseki That success has been recognised with a $75m investment from the World Bank in the extension of the program, to embrace Junior Secondary Schools. Once again, teacher training is at its heart.

The same methods used to train and support EdoBEST teachers have been replicated in other education transformation programs in Lagos and Kwara States

A vital element in each of the programs is ongoing data-driven coaching and professional development for every teacher

Lessons are observed by highly trained learning and development supervisors several times a month, with teachers receiving bespoke face-to-face feedback

Putting such ongoing support in place for every teacher is vital, helping them to create child centered classrooms that focus on narrating the positive and fostering childteacher relationships alongside access to grade appropriate and carefully designed content.

It isn’t reasonable to expect teachers to excel if they are not equipped to do so nor to expect learning outcomes to improve if those doing the teaching have little to no training, support or materials.

“When I give teachers feedback they are happy; they embrace the ideas. I see teachers have improved very well. When I go to class, students are paying attention, they have access to learning materials and they are focussed I feel very much impressed because together we are achieving,” explains Bridge Liberia supervisor Martha Dobbah

The training and support for teachers in NewGlobe programs also draws praise from teaching unions Akintoye Hassan, chair of the Lagos State National Union of Teachers, praises the way his members have been supported through the State’s EKOEXCEL basic education program, after initial fear of change

“EKOEXCEL has brought about change as teaching and learning have become more pupil-centred. As you are teaching, you are also learning. The innovative technology has also enabled the teacher to learn because there is guidance,” he said.

“People tend to prefer an old order, maybe for fear of new things People began to change, and the preintroduction training organised by EKOEXCEL assisted in reducing the level of scepticism It has been a pleasant story ”

The teaching methods underpinning all the programs supported by NewGlobe have been independently studied in Kenya by a team led by Professor Michael Kremer, Nobel Prize winner for Economics in 2019 They found not only that students taught using the methods made some of the biggest learning gains ever found in such a study, but that students and their parents reported better teaching.

“Teachers were more likely to provide students with instruction or materials related to their individual needs, be more engaged in the classroom and more likely to offer extra support in preparation for tests. Parents were also more likely to be engaged with the school.

Vitalis Wekesa attended one of the schools studied in Kenya, before winning a scholarship to a top US High School, followed by a scholarship to Franklin and Marshall College, one of the oldest universities in America

“We were taught to think for ourselves It wasn’t just the teacher giving us the answer The teacher gave us the question and you were supposed to think – what does this answer tell me? How do I explain it to the teacher? So thinking for myself, being a little more independent That really helped me ”

Teachers deserve, and benefit from, consistent and expert training and support. Tech-enabled, data-driven coaching and professional development for teachers, which makes-up such a vital part of the public education transformation programs spreading across Africa, are a blueprint for teaching success

And as UNESCO says, transforming education outcomes for all students begins with teachers

Happy World Teachers’ Day

TeacherProfessionalDevelopment: ExploringEdo’sUniqueModel

5th October 2022

Edo state leads the way in an era where innovative teaching is in short supply, writes

Gilbert Ekwugbe

When teachers gather at any forum centred on their profession in Nigeria there is a tradition Periodically, some chant, “teachers are great,” while others respond with, “no controversy ” Over the years, these phrases have served as a reminder of the critical role teachers’ play in society. They also create a sense of fulfilment and camaraderie.

However, in the past few years, the greatness of teachers has been called to question as both local and international stakeholders identify cracks in the ability of the teaching corp to deliver on its mandate

Five months ago, UNICEF Nigeria affirmed that there are 10 5 million outof-school children in Nigeria The multilateral institution also indicated that of those in school, 70% are not learning because of a number of factors, including low-quality teachers “To attain the United Nations Sustainable Development Goals in 2030,” UNICEF noted that “Nigeria has to invest in the training of teachers ”

In Edo state, however, the story is quite different For almost half a decade, the state government has, as a deliberate policy, invested in upskilling and providing teachers in state-owned schools with modern tools relevant to their jobs This it has done to enable them “educate a 21 Century relevant workforce,” according to Governor Godwin Obaseki.

Using a combination of strategies including Teacher Professional Development (TPD) training, daily quality assurance and mentorship programmes and provision of technical support, teachers in Edo state hone their skills throughout the academic calendar year and deliver lessons that resonate with their pupils

A new TPD model

As schools opened their doors for the 2022/23 academic session on 12, September, 32,000 more junior secondary school students were incorporated into the EdoBEST programme (a revolutionary reform programme introduced by Governor Godwin Obasek) This was possible because 1,446 more teachers and school leaders had completed the EdoBEST Induction Training.

Drawn from the 18 local government areas, this group of educators joined over 16,000 others who have been part of the same capacity building exercise in the last four years

It is generally agreed, among teachers who have undergone the training and stakeholders who know about its modules, that the EdoBEST Induction Training is the single distinguishing factor that has given impetus to education in Edo state in the past four years.

The 10-day hands-on training serves at least three distinct purposes: It introduces teachers to technology that catalyses their work, opens their eyes to proven techniques relevant to modern classroom and pupil management, and exposes them to new methods of school management and administration

When teachers complete the modules they are immediately able to implement the full breadth of the EdoBEST reform programme in their schools because they are empowered, not just with skills, but also with gadgets and equipment to implement changes

The training was simply

phenomenal

Deborah Oshoke, a first-time teacher transitioning from being a regular teacher to one who uses digital gadgets for teaching, said at the recently concluded training in Benin City “One of the major things I learnt here is the use of technology I now know how to use the teacher-tablet and teaching-guidelines to teach,” she said

Midway into the training, Osawese Benjamin, principal of Obe Junior Secondary School in Orhionmwon local government area said, “I was excited about coming for the training programme, as some of the primary school teachers in Obe had told us about it Since this programme started, we have experienced a lot of things We have been taught several techniques to keep children in line without the use of corporal punishment. We also know how to manage our teachers better.”

Examined in detail, the modules of the EdoBEST Induction Training present a kaleidoscope of concentric circles. From the minute details involved in introducing teachers and headteachers to the main activities and procedures that define EdoBEST on a daily basis to more complex issues like headteachercommunity relations, child protection and motivation, all issues relevant to running a successful school system are covered

Teachers are taught how to mark attendance electronically, how to enter examination scores into the centralised EdoBEST database, how to register new pupils into the database, how to motivate children using modern proven techniques, how to identify and help slower learners, how to identify and assist children facing problems at home, how to impart lessons without coercion, how to deliver impactful lessons using technology, how to get pupils attention and motivate them, among other critical subjects.

The 10-day training is however a tip of the iceberg as the EdoBEST teacher development programme runs deeper

Blending quality assurance with mentorship

On August 23, over 80 quality assurance officers from Edo SUBEB’s ecosystem gathered at the John Odigie-Oyegun Public Service Academy for a professional development exercise put together by the Universal Basic Education Commission (UBEC), Edo SUBEB and the National Space Research and Development Agency (NASRDA)

This group delved deep into the field of e-quality assurance and how their processes can be better handled using specialised internet-based applications

Together with their colleagues across the state, Quality Assurance Officers in Edo state’s basic education system have two major responsibilities: Ensure that teachers and headteachers adhere to the laid down rules and procedures of the EdoBEST programme and mentor teachers by continuously supporting them to achieve their career and professional development goals

Every day, Quality Assurance Officers within Edo SUBEB visit schools in towns, villages, and hard-to-reach areas to ensure that pupils are being given the right education and teachers are doing their jobs seamlessly

“As a Quality Assurance Officer, it is my responsibility to go into the school unannounced to monitor the system My objective is to ensure that no one deviates from the established standards This is to ensure that quality education is being delivered to pupils irrespective of where their schools are located,” says Gladys Oseyi, a Quality Assurance Officer with Edo SUBEB.

Interestingly, this method has delivered impressive results. Teachers have been empowered through the process as it serves as a medium for daily data collection and continuous school improvement

“We have come to see the quality assurance officers as collaborators on our road to success,” Catherine Orole Principal, Niger College noted. “They come in, discuss with us, share new insights with us and generally ask us how things are going with a view of helping us”

A part of Edo’s strategy of prioritising teachers’ professional development as a means to improve learning outcomes is the use of technology

Driving education through technology

As an Ed-Tech solution designed to address the gap in teaching, the EdoBEST programme leverages technology With the world going digital, teachers and school leaders are trained in digital skills to ensure they are conversant with the technology employed by the programme for optimal basic education service delivery.

Each teacher is supported on a daily basis through technology. Tools relevant to data gathering and information dissemination are at the disposal of every teacher and headteacher Through these gadgets teachers receive mentorship, instructional materials and guides and advisory to help them do their jobs better

“The teacher-tablets that have been given to our teachers have generally made their jobs easier,” Comrade Bernard Ajobiewe, Chairman, Nigeria Union of Teachers, Edo State Chapter said in an interview recently

The method adopted by Edo state has largely worked as it has bred a more fitfor-purpose teacher workforce, the impact of which has been felt within and outside the school system. The biggest beneficiary is the hundreds of pupils who receive more impactful lessons now than in the past. The Nigerian federation stands to benefit from adopting an integrated approach to teacher professional development given the state of the country’s education indices

Nobelprizewinnerstudyshowcasesproven solutionstogloballearningcrisisatUN TransformingEducationSummit

September 26, 2022

Showcasing Methodology Proven in Nigeria as Scalable Solution for the UN Transforming Education Summit Government leaders and educationists from across the world are convening in New York for the United Nations (UN) inaugural Transforming Education Summit The summit is a response to the global learning crisis and is focused on identifying education transformation programmes proven to work at scale.

The UN summit is taking place against a backdrop of growing evidence about the unprecedented scale of the learning crisis and an increasingly public acknowledgement by leaders that the 2030 SDG-4 goal – the provision of quality education for all by 2030- will not be met

President Muhammadu Buhari addressed the “Transforming Education Summit “on the sidelines of the 77th Session of the UN General Assembly, during which he proclaimed Nigeria as a champion country and committed to greater inclusive and innovation for education in the country Nigeria has a lot to contribute to other global leaders, funders, policymakers and political leaders focus on identifying solutions that are already being implemented at scale by national Governments and are proven to improve learning outcomes.

Nigeria is one of the only countries present at the inaugural UN Transforming Education summit that can showcase practical programmes transforming education systems at Statewide level

Three states in Nigeria, Edo, Lagos and most recently Kwara have implemented wide scale education transformation projects in partnership with NewGlobe utilizing a holistic methodology that delivers results

Nigeria is one of the only countries present at the inaugural UN Transforming Education summit that can showcase practical programmes transforming education systems at Statewide level Three states in Nigeria, Edo, Lagos and most recently Kwara have implemented wide scale education transformation projects in partnership with NewGlobe utilizing a holistic methodology that delivers results.

The success of this model lies in the fact that it is holistic, there is not one single component that drives success but rather an intricate system built upon four core aspects: A digital learning platform, adaptive instructional content, training and coaching, and 360 degree support

Within this holistic system are many sets of practices, such as school management, learning and development, instructional guidance, and feedback NewGlobe has established expectations for each of these practice sets and correspondingly continuously supports to ensure consistency and excellence.

Partnering with State governments In Nigeria, NewGlobe is strengthening education systems in Edo (EdoBEST), Lagos (EKOEXCEL) and Kwara (KwaraLEARN) and by extension delivering life-changing education solutions to children in hard-to-reach and urban communities

These states have adopted the attainment of SDG-4 as a strategy for enshrining future economic prosperity, peace and stability KwaraLEARN is the most recent implementation of this program in Nigeria starting in May 2022.

His Excellency the executive governor of Kwara State who was also present at the UNGA in New York as part of President Buhari’s entourage, had this to say about the program “getting education right from the foundation would support the state government’s achievements in infrastructural development, agriculture, technology and social services, as well as open up new vistas of opportunities that will promote common good”

He further said, our flagship education programme takes the baton from preexisting transformation programmes in Lagos and Edo states, both of which are local solutions already delivering value We have understudied and have now made it fit for our own system here in Kwara State,”.

As World Leaders convene to discuss solutions to learning poverty these kinds of established successes should take center stage especially as the World Bank’s recently published Western and Central African Strategy on the Education Sector highlights a number of targets that may not be achieved.

This first regional strategy published in 20 years, suggests that the SDG4 target will not be hit and that the World Bank will consider it a success if two thirds of the region’s children remain in learning poverty

Given the success of the NewGlobe methodology the world can easily be more ambitious for education in countries like Nigeria

Beyond optimism, concerted effort, budget allocation and political will as employed in NewGlobe’s current projects in Nigeria is necessary because the national education challenge is vast.

According to the latest if disputed data from UNESCO, circa 20 million Nigerian children are out of school while 70% of those in school are not learning.

This points to the fact that Nigeria is in a dire education crisis Currently Nigeria’s 6% budget allocation to Education, falls way below the 1520% recommended by UNESCO at the Dakar summit

Going by President Buhari’s commitment to increase education budget allocation by 50% in 2 years at the 2021 GPE summit, little improvement will be achieved in the short term

The issue of learning poverty however goes beyond mere budget increments to the utilization of new technology and innovations to tackle the education challenge in Nigeria.

A joint report published in June 2022 by the World Bank, UNESCO, UNICEF, UK government Foreign Commonwealth and Development Office (FCDO), USAID, and the Bill & Melinda Gates Foundation states that as a result of the worst shock to education and learning in recorded history, learning poverty has increased by a third in low- and middle-income countries, with an estimated 70% of 10-year-olds unable to understand a simple written text For Sub-Saharan Africa, the estimate is 90%, the highest regional figure in the world

This report went further stating that we have solutions that can work at scale and in government systems –committing to substantial learning recovery programs is a start, but the composition of those programs matter: measure learning outcomes, but also invest in improving instruction through structured pedagogy

Nigeria’s Governors have already such solutions delivering learning impact to hundreds of thousands of children at basic education level.

In July, UNESCO updated its tracking of progress towards achieving SDG-4. It made clear that even if all countries achieved their planned national targets, SDG-4 would not be achieved UNESCO estimates that 300 million children of primary age (37% of the total) will still not be meeting basic literacy and numeracy standards by 2030

In contrast, the study by Professor Kremer finds that after two years, primary school students in NewGlobe’s supported schools are nearly a whole additional year of learning ahead of children taught using traditional methods

For early childhood development (ECD) – typically 3 and 5 year olds –children gain nearly an additional year and half of learning; learning in two years what students in other schools learn in three and a half years.

To put these into context, these effect sizes far exceed the 99th percentile and represent learning gains in the top 1% among large, rigorous studies in Africa.

The study also finds children taught using NewGlobe’s methods are more than three times more likely to be able to read a sentence by the time they are in first grade, relative to their peers in other schools Students starting with the lowest learning levels gained the most, with girls making the same leap in learning as boys It contrasts with research which shows girls in SubSaharan Africa are consistently disadvantaged in learning

If replicated at scale across public education systems, the gains would be enough to put Nigerian children from underserved communities on track to match their peers in countries with incomes three or four times higher

2019 Nobel Prize Laureate, Professor Michael Kremer said:

“The effects in this study are among the largest in the international education literature, particularly for a program that was already operating at scale.

“This study shows that attending schools delivering highly standardized education has the potential to produce dramatic learning gains at scale, suggesting that policymakers may wish to explore incorporation of standardization, including standardized lesson plans and teacher feedback and monitoring, in their own systems ”

NewGlobe’s Group Managing Director, Omowale David Ashiru said: Despite enormous global investment, the 2030 SDG-4 education targets will be missed, failing another generation of children. Now is the time to identify and scale effective local solutions already being implemented, by visionary governments, in economies where it’s most needed. We all know the scale of the crisis, now we need practical action, not talk, to solve it

The international community must unite and commit to implementing solutions already proven to work if we’re to have any prospect of delivering on the promise of quality education for all

Governor of Edo State, Nigeria, Godwin Obaseki said:

“We are determined to transform the education sector and properly direct the state’s resources to develop human capacity. The saving grace for our country is education and not just sending children to school but having basic, qualitative and foundational education. Once you get basic education right everything else falls into place.

With the support of our technical partners [NewGlobe] on teaching and learning, we applied technology to reengineer the entire cycle of delivery and accountability while redesigning teacher support, welfare and training to foster success in the classroom.”

Governor of Lagos State, Nigeria, Babajide Sanwo-Olu said:

“I usually acknowledge Governor Obaseki because I copied something that he introduced during his first tenure and which is working in Lagos, education. He started EDOBEST, and he brought NewGlobe, an e-learning solution provider for basic education.

“You don’t need to go to another country to copy what is working well in our country already He brought the initiative, and we said we also need to start with basic education.

"We have copied that from Edo; it’s working well in Lagos, and we’ll scale it up.”

Governor of Kwara State, Nigeria, Abdulrahman AbdulRazaq said: “KwaraLEARN represents our vision for a stronger and more prosperous Kwara Our flagship education programme takes the baton from preexisting transformation programmes in Lagos and Edo States, both of which are local solutions already delivering value

We have understudied and have now made it fit for our own system here in Kwara This is a lifetime investment that empowers teachers and gives public school pupils the best shot at 21st century education with reverberating effects on learning outcomes and the future of the state.”

The Transforming Education Summit has identified Thematic Action Tracks to place a spotlight on areas that require greater attention and action and that can accelerate progress on education: Inclusive, equitable, safe and healthy schools; Learning and skills for life, work and sustainable development; Teachers, teaching and the teaching profession; Digital learning and transformation; and Financing of education

National Governments are endorsing the summit with statements of commitment

Visionary State governments in Nigeria are already leading practical transformations of their public education systems using this datadriven scientific learning model supported by NewGlobe.

Importantly, these government programmes do not require additional multilateral financing and are being delivered within existing budget allocations.

To achieve the objectives of this summit in Nigeria, the Federal Government of Nigeria must go beyond budget allocation to enforcing widespread innovative solutions including technology, teacher training and structured lessons via policy mechanisms

AntonioGuterresisright:onlytotal transformationcansavefailingeducation

September 26, 2022

The 77th session of the United Nations General Assembly –UNGA77 as it is universally known –has faced a great deal of urgent business. War in Ukraine, global food prices, energy prices, climate change. So it’s instructive that the UN Secretary General chose to call a special summit around none of these. Instead, Antonio Guterres’ focussed the attention of the world’s most powerful people on education –testament to the scale of the global learning crisis

The Transforming Education Summit spent three days addressing the depth and breadth of problems afflicting learning around the world

An installation outside the UN – called the “learning crisis classroom” drove home the point that two out of every three 10-year-olds on the planet are unable to read even a simple sentence

Such levels of “learning poverty” also focused attention on foundational learning, the early school years designed – currently more in theory than in practice – to equip students with the basic levels of literacy and numeracy without which they cannot progress further. A Commitment to Action on Foundational Learning calls on governments and organisations to reduce global learning poverty levels by half by 2030 Many have signed it

But even if that goal is achieved, it will still leave more than 30% of 10-yearolds worldwide unable to read Sustainable Development Goal 4 (SDG4) – adopted by every country as recently as 2015 – was supposed to ensure quality education for everyone by then. This new commitment cannot disguise the massive failure in global education.

How has it occurred? The pandemic and long school closures played a role But UN Secretary General Antonio Guterres made clear to world leaders that covid could not be blamed for the scale of the learning disaster

“The education crisis began long before the pandemic and runs much deeper Education systems don’t make the grade They are failing students and societies We will not end this crisis by simply doing more of the same, faster or better Now is the time to transform education systems ”

Antonio Guterres pointed to an undeniable but uncomfortable fact. The fast majority of children falling to reach even basic standards in education are already in school. That includes in Low and Middle Income countries and, as Education Cannot Wait showed in its most recent report, children affected by crisis

Decades of enrollment drives have succeeded in ensuring that most children go to school But they have failed to ensure they learn.

The Summit searched for new ideas, but the urgency and need to implement change at speed also focussed on current success stories “policy interventions that work..existing initiatives and partnerships” –dedicating a day to “solutions” already evidenced – models to serve as a blueprint

Governments across the Global South are increasingly understanding the scale of this challenge, and political leaders are investing their capital in doing precisely what the UN Secretary General is calling for – the complete transformation of entire education systems

The Government of Rwanda is one Its RwandaEQUIP program is described as: “A transformative program to make the country’s basic education system globally competitive It is the Government of Rwanda’s last-mile integrated solution that will put Rwanda’s basic education system on a path to success.”

Underpinning RwandaEQUIP is datadriven technology, high quality learning materials, and ongoing training and coaching for government teachers and school leaders

Teachers are supported with tablets to deliver bespoke lesson plans optimised for their students They also provide a feedback loop of data Without it measuring and driving improvement is impossible.

“If we don’t have data we are really flying blind. If we don’t have data it’s impossible to know where systems are and it’s impossible to know if the policies that we are implementing are working or not,” explains World Bank Education Director Jaime Saavedra Yet many education systems are doing precisely that

As the Gates Goalkeeper 2022 Report tracking progress towards the SDGs puts it:

“Measures of learning proficiency remain scarce, particularly in low- and middle-income countries, and their reliability is often questionable ”

The Goalkeepers report a year earlier used precisely the same wording Government-led education transformation programs supported in partnership by NewGlobe, in contrast, are data-rich, and therefore able to gauge and deliver progress.

The EdoBEST programme in Nigeria’s Edo State launched in 2018 Three years on, State Governor Godwin Obaseki was able to say:

“Children in primary schools in Edo State today now learn three times more than they used to learn with the old pedagogue The World Bank has acknowledged this consequential progress we have made in addressing Foundational Literacy and Numeracy

Edo today is ranked as one of the five nationals and sub-nationals in the world leading the charge in tackling learning poverty ” This acknowledgement came in the form of a $75 million dollar investment into one of the most impoverished states in Nigeria.

EdoBEST’s trailblazing progress has been followed by the launch of transformation programs in Lagos State in 2019 – EKOEXCEL – and Kwara State in 2022 – KwaraLEARN.

Kwara Governor AbdulRahman AbdulRazaq spelt out his ambition. “This is our flagship education programme. It will transform all government primary schools KwaraLEARN represents our vision for a stronger Kwara It is set to deliver dramatic improvements in learning outcomes for public school children across the state ”

Governor AbdulRazaq and all the African leaders investing in education transformation know that the methods underpinning their programs have been independently scrutinised, and shown to deliver

“Never before has there been so much good evidence about what works to improve schooling at scale”, says Benjamin Piper of the Bill & Melinda Gates Foundation.

A study led by Professor Michael Kremer, the Nobel Prize-winning economist, used a randomised control trial to measure the effects of NewGlobe’s teaching methods in schools in Kenya

Professor Kremer found: “The effects in this study are among the largest in the international education literature, particularly for a program that was already operating at scale” Primary students taught using NewGlobe methods learnt as much in two years as their counterparts in other schools learnt in three

With foundational learning the current focus of so much attention, the study also found Grade One students in NewGlobe-supported schools were more than three times as likely to be able to read as their counterparts.

Professor Kremer went on: “The magnitude of the gains suggests that policy makers may want to explore whether a similar approach could be used in their systems including in public schools.”

The UN Secretary General was clear. Now is the time to transform entire public education systems. Trailblazing political leaders across the Global South are showing how it can be done, using proven learning methods If the world is going to come close to achieving the goals of the Transforming Education Summit, others must follow their example

TE Summit: Lessons From The EdoBEST Model

23rd September 2022

When President Muhammadu Buhari stood on the floor of the United Nations to speak at the Transforming Education Summit (TE Summit) on 19, September he was fully aware of the import and gravity of the issues at stake

The TE Summit was convened in response to a global crisis in education, a situation in which Nigeria is familiar and enmeshed

Experts have pointed out that the crisis is one of equity and inclusion, quality and relevance. Their position is supported by available data which suggests that the country has circa 18.5-20 million out-of-school children with a third of those in school, not learning according to UNESCO and UNICEF

The data is grim At least 70% of children under the age of 10 in Nigeria cannot read or understand a simple text, according to UNICEF On the African continent, the situation is worse with 90% of children unable to read or understand a simple text This situation is aptly described as learning poverty

But this is not just a problem in lowincome countries Middle and highincome countries face the same challenge, albeit to a lesser degree

Leaders at the TE Summit had a rare and unique opportunity to elevate education to the top of the global political agenda and to mobilise action, ambition, solidarity and solutions to recover pandemicrelated learning losses and sow the seeds to transform education in a rapidly changing world.

President Buhari stood to the occasion and demonstrated his grasp of the issues. Speaking about the need for global collaboration in addressing the learning crisis, the importance of technology in addressing learning poverty, the allimportant role of teachers and the need to protect schools and marginalised groups, he reemphasized Nigeria’s commitment to education

Ironically, Edo state has systematically addressed the issues highlighted by President Buhari for almost half a decade under the Governor Godwin Obaseki-led administration

For four years, the EdoBEST programme has been at the forefront of pushing the frontier of providing quality basic education to over 300,000 children in Edo state in urban and hard-to-reach areas. Last November, State Universal Basic Education Board Chairmen from Nigeria’s 36 states and Federal Capital Territory, Abuja gathered in Benin City to understudy the EdoBEST programme.

The conclusion reached by the visiting Chairmen was that EdoBEST is a robust response to the many challenges facing the delivery of basic education services in Nigeria “EdoBEST came up with very specific objectives in terms of how you first ensure that you have the content that could be used in the classroom given that one of the key issues with the basic education sector is with instructional materials,” Dr Hamid Bobboyi, Executive Secretary of the Universal Basic Education Commission (UBEC) said in an interview in Benin City in 2021

“EdoBEST developed a system whereby the teacher is trained, given a tablet, and that tablet has all the materials required through EdoBEST.

It’s a revolution,” he concluded In line with this assertion, EdoBEST has been able to address five critical issues which continue to ail basic education systems in many states in Nigeria (especially northern states) Firstly, it has reached every child in state-run basic education schools irrespective of their locations Secondly, it has prioritised teaching the fundamentals and building blocks of life-long learning and is inspiring a whole new generation to develop life-long skills relevant to the 21st century.

Additionally, it has increased the efficiency of instructions including catch-up learning through a recalibration of the basic education curriculum and the introduction of some initiatives like EdoBEST@Home, EdoBEST Special and EdoSTAR which all serve the purpose of greater inclusion

Finally, EdoBEST implemented a process to address the psychosocial health and wellbeing of children to enable them to learn happily and in conducive environments

In June 2022, a study conducted by Nobel Prize Winner and development economist, Prof. Michael Kremer (over a two-year period) in Kenya confirmed that the methodology used by Bridge Kenya Schools (and EdoBEST in Edo state) delivered learning outcomes that supersede traditional methods

The study suggests that children living in underserved communities in Kenya and attending Bridge Kenya Schools receive 53% more learning throughout their early childhood and primary school careers than children taught with traditional methodologies

Investigations show that the goals of the EdoBEST programme are being achieved

And no one has told the story of success better than the primary beneficiary of the programme

“Before EdoBEST, some of the children didn’t have the zeal to learn But now because of the introduction of the character board and the kind of cheers we sing, they started exhibiting a different kind of zeal to participate in lessons,” Teacher Gift Agho of Omoemu Nursery and Primary School, Uselu said at an event organised to mark the third anniversary of the programme.

“EdoBEST has helped me,” Mrs Justina Ehijiagbone, a headteacher pointed out “Before EdoBEST, it was a struggle to get my teachers to come to school and stay in school was a struggle They would just call me and say, ‘Headteacher my mummy is sick, I can’t come in today’ and they would just hang up But now because of the EdoBEST syncing, my teachers know it is not me who reports their absenteeism The computer records it directly Now teacher absenteeism has reduced significantly ”

Parents have also been vocal in supporting the programme

“I commot my pikin from the private school where I dey take am before from KG to Primary 1 because she no fit read and write on top all the plenty money way I don spend. But I say make I carry her go government school so I no go dey too waste money When I bring am come Agboghidi Primary School, where dem do EdoBEST, within 1 term I dey see her note where she dey read and write now,” Mrs Eunice Ogbede whose daughter attends Agboghidi Primary School said in pidgin English

The measurable impact of the programme has made it the gold standard of basic education sector transformation in Nigeria More stakeholders have called for the implementation of the programme in states across Nigeria

“Clearly Edo means business, as far as basic education is concerned Edo means business. So I urge us, the various Executive Chairmen of the various states here, to take this home and push basic education further in your states,” Professor Adamu Kyuka Usman, Chairman UBEC Governing Board told the Executive Chairmen gathered at the UBEC Quarterly meeting in Benin City last November

Adopting models similar to EdoBEST could significantly improve educational indices in Nigeria, tackle learning poverty and set the country on a sustainable education trajectory

However, barriers including poor political will and funding continue to inhibit the adoption of bold moves and reform

President Buhari has to be at the forefront of implementing the necessary changes to further lift Nigeria’s educational indices by inspiring states to implement necessary changes.

Additionally, multilateral institutions with the necessary funding should step forward to support state governments in Nigeria’s educationally disadvantaged states

UNGA: What is imperative for education in Nigeria

20th September 2022

Heads of State and education sector thought leaders converged in New York City for the inaugural edition of the United Nations (UN) Transforming Education Summit with one goal: Crowdsourcing ideas towards achieving Sustainable Development Goal 4 (SDG 4) by 2030

SDG 4 is central not only because it focuses on education but because it is relevant to all the other goals. It aims to ensure inclusive and equitable quality education and promotion of lifelong learning for all.

Although the UN states that measurable progress has been made towards increasing access to education and school enrollment at all levels, particularly for girls, the figures for out-of-school children continues to snowball as 244 million children and youth between the ages of 6 and 18 worldwide are still out of school, according to UNESCO in 2022

Curiously, India, Nigeria and Pakistan account for the greater number of out-of-school children with Nigeria alone accounts for 20 million, based on UNESCO figures

A 2022 report jointly published by the World Bank, UNESCO, UNICEF, UK government Foreign Commonwealth and Development Office (FCDO), USAID, and the Bill & Melinda Gates Foundation paints a bleak picture regarding the possibility of achieving quality education for countries in Western Africa

Highlighting the precarious situation of education, the report notes that learning poverty has increased by a third in low and middle-income countries, with an estimated 70 per cent of 10-year-olds unable to read or understand a simple written text.

State governments and the Federal Government in Nigeria need to pay greater attention to the dire situation of education because education indices in the country have not lived up to expectation Indeed, state actors in Nigeria should pay greater attention to the outcome of the Transforming Education Summit and indeed focus on domesticating methodologies, procedures and strategies that have delivered improved learning at scale

Already, a number of Nigerian state governments are leading the way in this direction

Education sector transformation programmes like EdoBEST (in Edo state), EKOEXCEL (in Lagos State) and KwaraLEARN (in Kwara state) have changed the face of education in Nigeria by delivering superior learning outcomes to children in hard-to-reach and urban areas while improving the capacity of teachers to impart knowledge.

The methodology underpinning these education transformation programmes has been proven to deliver transformational change, especially to children in early formative years in basic schools Focusing on systems strengthening, the inclusion of all stakeholders in the education system and using data as the basis for improving learning, the programmes have recorded an increase in literacy and numeracy skills

Their positive impact is further buttressed by a new but major study conducted by Nobel Prize Winner and development economist, Prof Michael Kremer in Kenya.

The study suggests that children living in underserved communities in Kenya and attending NewGlobesupported schools (which use the same methodology as EdoBEST, EKOEXCEL and KwaraLEARN), receive 53 per cent more learning throughout their early childhood and primary school careers than children taught with traditional methodologies

Kremer says “this study shows that attending schools delivering highly standardised education has the potential to produce dramatic learning gains at scale, suggesting that policymakers may wish to explore incorporation of standardisation, including standardised lesson plans and teacher feedback and monitoring, in their own systems ”

In his analysis, Kremer posited that combining a standardised curriculum, positive reinforcements and teacher professionalism has led to improved learning outcomes in children attending NewGlobesupported schools. What is unique is that the use of the methodology delivers the same learning outcomes to both boys and girls allowing for equal learning opportunities for both genders as girls were found to make learning leaps similar to their male counterparts

While leaders at the UN education summit focus on identifying education transformation solutions, it is beneficial to deliberate on homegrown solutions that can work at scale and in state-owned systems as exemplified by EdoBEST, EKOEXCEL and KwaraLEARN

These solutions are rich in local know-how and accommodate the peculiarities of the various environments where they have been implemented.

In the case of EdoBEST for instance, before the inception of the programme, absenteeism among teachers was high, lesson completion rate was low and learning outcomes were abysmal. The EdoBEST programme addressed these deficiencies using technology that incorporated the nuances of the local environment

The Universal Basic Education Commission, State SUBEBs and state ministries of education need to look critically at harnessing the benefits that have been derived by states using the methodology that has been endorsed by Professor Kremer and his team

Governments should adopt an inclusive system where all stakeholders are connected with one goal in mind – delivering quality lifechanging education Operating a unified system, the data obtained can be used as a basis for improved learning.

As the Transformational Education Summit is concluded in New York, the words of the UN SecretaryGeneral António Guterres are instructive In his opening address, Mr Guterres noted that “instead of being the great enabler, education is fast becoming a great divider ” This does not have to be the case Nigeria’s leaders can step in to address the core issues using proven solutions

How Edo State is tackling the calculus of innovative teaching

11th September 2022

The innovative reforms of Governor Godwin Obaseki are beginning to yield positive results with Edo State emerging as the state that has the least out of school children in Nigeria Another round of the training programme was organised in August to consolidate the gains thus far recorded, writes Teliat Sule

Before the sun rose on the morning of 30 August 2022, selected teachers and school leaders from the state-owned junior secondary and primary schools across Edo State were gathered at Uwa Primary School, Benin city, the state capital.

Their purpose was singular: To undergo the EdoBESTInduction Training, a career-lifting professional development programme for teachers that has revolutionized teaching and learning in Edo State’s basic education ecosystem

“I’m here with a lot of expectation,” OsamoseBenjamin, principal, Obe Junior Secondary School, Orhionmwon Local Government Area, said on that morning

Dressed in a three-piece suit and clutching a black suitcase, the sharpeyed 30-year-in-service man noted that, “I have heard repeatedly that this training changes the way teachers approach their work and how schools are administered I have come to see and experience it first hand,” he said, as a faint smile appeared on his face

The world over, professional development for teachers and other stakeholders in the education sector has attracted serious attention in view of fast changing educational requirements that require up-to-date skills to manage.

“Educational technology, school district guidelines and curriculum standards are constantly changing, making it challenging for teachers to keep up with trends and best practices in the field

Professional development transforms teachers into better and more apt educators by enabling them to create relevant and tailored course instructions for today’s students

“Research by the U S Department of Education’s Institute of Education Sciences concluded that student achievement can improve by as much as 21 percentile points as a result of teachers’ participation in well-designed professional development programs,” according to Queens University of Charlotte.

This is what the Governor Obasekiled administration in Edo State has been implementing since assumption of office

Matching actions with words

In a country where the competence and commitment of teachers have been continuously questioned, teacher professional development programme has been a major focus area of intervention and investment for the Governor Godwin Obaseki led administration since its inception

An endorsement of the transformation programme implemented thus far in Edo State came from the United Nations Educational, Scientific and Cultural Organization (UNESCO), that stated recently that Edo State has the least out of school children in Nigeria.

According to UNESCO, out of 20 million out of school children in Nigeria, Edo State has just 79,446, which means the state has the least number of out of school children in Nigeria This is an unprecedented feat in the south-south geopolitical zone, and Nigeria as a whole

“A new school year is starting in many parts of the world This news should bring us joy, but it also reminds us that strong inequalities persist in access to education: 244 million of children are still out of school

No one can accept this situation Education is a right and we must do everything to ensure that this right is respected for every child,” Audrey Azoulay, Director-General of UNESCO, said.

This success in unconnected with the innovative ways Godwin Obaseki led administration in Edo State has approached primary and secondary school management and reforms since assumption of office

It is in furtherance of the transformation that is responsible for the on-going training programme which started on 30 August 2022 The programme was designed to add an additional circa 32,000 Edo children into EdoBEST,Governor Obaseki’s basic education sector intervention programme

EdoBEST uses a structured teaching and learning methodology endorsed by Nobel Prize-winning Professor of Economics, Michael Kremer as capable of delivering learning gains that supersede traditional teaching methods.

In the first two quarters of 2022 alone, 2,602 teachers, school leaders, Learning and Development Officers (LDOs) and Quality Assurance Officers (QAO) were

retrained to enable them deliver on the mandate of giving quality education to pupils in Edo State.

The ongoing training brings together 1,445 teachers and school leaders from the 18 local government areas of Edo State What is even more interesting is that it is being facilitated by Edo State Universal Basic Education Board (Edo SUBEB) Learning and Development Officers (LDOs) who were strategically groomed to take over the process of continued professional development in the basic education ecosystem

Additionally, most of the trainees are EdoSTAR teachers who have reduced the teacher deficit in the junior secondary school system by 95%.

This move to make teachers 21st century compliant agrees with an earlier message released by UNESCO that most governments of the world are now setting new benchmarks towards attaining education goals

“The majority of governments have now set national benchmarks for progress towards the crucial education goal: it is a sign of serious commitment But the international community now has the responsibility to boost their efforts by filling the remaining data gaps and by prioritising education funding It is the only way to respond to identified needs and create a truly transformative impact”, StefaniaGiannini, UNESCO Assistant Director-General for Education, said in July.

Inside the training chambers

The Induction Training is a signature component of Governor Obaseki’s education sector transformation strategy

A customised 10-day training, it is designed to arm educators with skills to deliver quality basic education.

It addresses a cock-tail of modern and emerging education sector themes including the role of technology in the 21st century classroom, modern pupil motivation techniques, child protection strategies, new school administration and classroom management techniques, anti-gender-based violence and child protection strategies as well as other important emerging best practices in education

Teachers are given hands-on training during the 10-day programme, observed and corrected in practical sessions. Sessions are tailored to provide support to teachers in other facets of teaching ranging from interpretation of the curriculum to understanding the need of pupils with a view to motivating them to succeed

“Only those who have participated in the training know the depth of what we are being taught here,” Osamose said, having exprienced four days into the programme

“The facilitators are even teaching us practical ways to work with teachers who we have traditionally termed difficult,” he said, with a sense of new-found seriousness

“The governor deserves a handshake and hug,” Osamose added

Also speaking on the impact of the training programme, AghahowaAugustina, a teacher fromAsoro Grammar School, who has been teaching English over a 12-year period noted that her “mentality changed few days into the programme "

Upskilling for sustainability

Speaking on the first day of training, OzavizeSalami, Executive Chairman, Edo SUBEB noted that, “this is a landmark achievement for us at Edo SUBEB It is a major step as we extend the education reforms of the Governor Godwin Obaseki led administration to fully incorporate the JS Schools in line with the ongoing JSS disarticulation process ”

“Government is the largest provider of basic education service in the state and we are optimistic that our deliberate investment in teachers through our professional development programmes will lead to measurable improvement in the learning outcomes of all our students located in urban, rural or even hardto-reach areas.

“The mandate is to sustain the gains made thus far under the reforms in the basic education sector and to domesticate our EdoBEST programme such that it stands as a legacy for the people of Edo State even after this administration is long gone

“His Excellency, Governor Godwin Obaseki is also committed to closing teacher gaps especially through the EdoSTAR fellowship programme where 3,000 persons have been employed to fill teaching positions in primary and junior secondary schools across the state,” Salami said

These fellows will benefit from the new minimum wage announced by the governor recently.

Because of the strategic role that teachers play in the basic education ecosystem, Governor Godwin Obaseki is prioritizing teacher professional development as a vehicle for accelerating learning

NUT, teachers hail Gov. Obaseki, SUBEB for investment in teacher-education

11th September 2022

The Chairman, National Union of Teachers (NUT), Edo state Chapter, Comrade Bernard Ajobiewe has commended the Edo state governor, Mr Godwin Obaseki for his proactive stance on teacher professional development.

Comrade Ajobiewe made the remark at the EdoBEST Induction training programme which brought together 1,445 teachers, principals and headteachers from the 18 local government areas of Edo state to be trained in Benin City Comrade Ajobiewe said while touring the training venue:

The 10-day training prepares teachers and school leaders for the full implementation of EdoBEST in their schools During the sessions, new school and classroom management techniques, modern teaching practices, safeguarding and child protection strategies as well as other important emerging best practices in school administration are taught to teachers and school leaders. Sessions are tailored to provide support to teachers in other facets of teaching ranging from interpretation of the curriculum to understanding the needs of pupils with a view to motivating them to succeed 32,000 additional children are set to benefit from the current training

He further added:

Our children in the rural area can now read and they are better able to compete with pupils in the urban settlement and that gives me joy. There are assessible learning outcomes.

“I was part of the maiden EdoBEST induction training as a volunteer in 2018 In 2019 I participated fully in the training and it was so impactful I must appreciate Edo state government and the Chairman of Edo State Universal Basic Education Board, Mrs. Ozavize E. Salami, for this laudable initiative,” he noted.

Speaking on the adoption of technology through the EdoBEST programme, Comrade Ajobiewe noted that “the teacher-tablet has also trained our teachers on the use of technology in impacting knowledge to our learners and students

Formally teachers used to go by way of writing lesson notes and delivering lessons manually in the classroom, but that era is a thing of the past and this is so imperative.”

Speaking on the employment of the 3000 EdoSTAR teachers who were engaged to close the learning gap in the school system, he stated that “I would like to call on the Governor Mr Godwin Obaseki to go all the way to absorb the EdoSTAR teachers into the civil service I will also like him to put structures in place to sustain the EdoBEST programme so that it is sustained even after the leaves office ”

Teachers at the training also commended the governor and Edo SUBEB for the content of the training and the structures the state government has put in place to ensure that teachers are professionally equipped and uplifted

It gives me a lot of joy that the teachers being producing under EdoBEST 2.0 are going to be very relevant to bring better learning outcomes to pupils in Edo state. I must say I am impressed.”

EdoBEST: Government To Reward Exceptional Teachers

9th September 2022

As part of the EdoBest reform, the government of Edo State has pledged to reward outstanding teachers to promote education in the state

The state’s Deputy Governor, Chief Philip Shaibu, made this know at the end of the technology-based training and induction of 1,446 teachers into the EdoBEST scheme

According to Shaibu, the state government is monitoring the performance of teachers to reward the exceptional ones and mete out sanctions to the deserving ones He further urged the just-trained teachers to impart the gained knowledge to students in junior secondary and the hard-to-reach primary schools in the state.

“I am sure the past 10-days of training have been rigorous and challenging and well worth it because no investment is too great in seeking to improve learning outcomes for our Edo children and ensuring that teachers are placed in every class and for a wider range of subject specifications

“With you, we have accomplished this. Thank you. Education is the bedrock for the development of any civilised people, we are therefore hopeful that the training you received here will redefine teaching and learning

“Not just for you, but also for over 32,000 additional Edo children in junior secondary and primary schools, in whose hands the future of our dear state lies

“Now, you have the capability to deliver lessons in more structured, more encouraging and impactful ways, you have no reason to fail

“Gov Godwin Obaseki has declared that for us as a state, under EdoBEST 2 0, the emphasis has shifted to the provision of Quality Education at all levels.

“As your new journey begins, I must remind you that you have been entrusted with the responsibility of building the lives that will define tomorrow,” the Deputy Governor charged, Speaking earlier, Ozavize Salami, the Executive Chairman,

Edo State Universal Basic Education Board (SUBEB), described the training as a milestone accomplishment for the board

She expressed optimism that the intentional investment in teachers would improve the learning of students in urban, rural and even hard-to-reach areas

EdoBEST: Government To Reward Exceptional Teachers

9th September 2022

As part of the EdoBest reform, the government of Edo State has pledged to reward outstanding teachers to promote education in the state

The state’s Deputy Governor, Chief Philip Shaibu, made this know at the end of the technology-based training and induction of 1,446 teachers into the EdoBEST scheme

“Not just for you, but also for over 32,000 additional Edo children in junior secondary and primary schools, in whose hands the future of our dear state lies

“Now, you have the capability to deliver lessons in more structured, more encouraging and impactful ways, you have no reason to fail

“Gov Godwin Obaseki has declared that for us as a state, under EdoBEST 2 0, the emphasis has shifted to the provision of Quality Education at all levels.

Edo State Universal Basic Education Board (SUBEB), described the training as a milestone accomplishment for the board

She expressed optimism that the intentional investment in teachers would improve the learning of students in urban, rural and even hard-to-reach areas

Easing poverty through education

1st September 2022

In the past few years, the National Bureau of Statistics (NBS) data have continued to paint a picture of economic turbulence as youth unemployment and other important economic variables fail to improve

Recent data show that while real GDP growth stood at 3 54 percent in the second quarter of 2022, inflation accelerated to 19 64 percent in July 2022. Meanwhile, youth unemployment was a staggering 42.5 percent as of March 2022.

In the recent past, President Muhammadu Buhari charged Nigerian youths to seek education to equip themselves with skills to fight poverty The call, which was made at the Emir of Daura’s palace, came at a time Nigeria is grappling with several challenges including rising inflation, low gross domestic product (GDP) growth, and high youth unemployment

As history has proven, the consequence of protracted high youth unemployment, slow growth, and rising inflation can be devastating for any country

Images of recent protests from countries like Sri Lanka, Bolivia, Chile, Ecuador, and Colombia are warning signs and pointers to what is possible if deliberate action is not taken to arrest the slide of millions of citizens into extreme poverty

For a country with high youth unemployment, the need for intervention is urgent, and President Buhari’s call, though coming in the twilight of his presidency, rings true and relevant.

The World Bank notes that for individuals, education promotes employment, earnings, health, and poverty reduction The bank further notes that “globally, there is a 10 percent increase in hourly earnings for every extra year of schooling ”

Empirical evidence suggests that education drives long-term economic growth, spurs innovation, strengthens institutions, and fosters social cohesion That is why education remains an imperative

However, the task of educating and upskilling the youth is the responsibility of various stakeholders National and state governments have the responsibility of championing educational policy and providing public education (at least at the basic level), albeit, it is the responsibility of the private sector and households to support the government

Some states in Nigeria have not been sitting in this regard, because they are aware of the complex nexus between a highly educated and skilled population, economic prosperity, and stability.

For instance, Godwin Obaseki, the governor of Edo State, launched EdoBEST in 2018 as a response to the challenges facing the basic education system In the past four years, the programme has been applauded for delivering the goods, not only by local stakeholders but also by stakeholders in the international community

The model adopted by Edo State is to work with a technical partner who is a proven global leader in education systems transformation. Using a method adjudged to be optimal by Nobel Prize-winning economist, Michael Kremer, the education system has shown marked improvement

Four years later, a transition process is ongoing to hand over the EdoBEST programme to Edo SUBEB

Lagos and Kwara have also shown initiative as they launched EKOEXCEL and KWARALEARN, respectively, to address the knotty issues faced by their basic education systems

In Katsina, where President Buhari made the call, the state government was able to boost primary school attendance from 900,000 to more than 2.2 million pupils in 2022. Badamasi Lawal, the state commissioner for education, said over 1.1 million of the pupils are girls

While these initiatives implemented by the various states are plausible, we note that there is a growing need to make education more fit for purpose, especially at the higher level

For a country that has a sprawling unemployed youth population, the emphasis should continuously be on Technical, Vocational Education and Training (TVET) If the education system is to be more relevant to development then TVET should be at the core of the system

The Federal Government and states must deliberately emphasise technical and vocational education as well as short-term training that delivers new jobs or businesses with little capital.

As millions of citizens cling to the last embers of hope in a political space that has failed to deliver the benefits of democracy, steps have to be taken to equip the youth with skills that can enable them to fend for themselves This task is the responsibility of the government, the private sector, religious institutions as well as other principal stakeholders in society

UBEC, Edo SUBEB, NASRDA deepen e-quality assurance with landmark training

25th August 2022

Quality Assurance Officers (QAO) of the Edo State Universal Basic Education Board (Edo SUBEB) have been advised to carry out their activities using digital tools in line with global best practices at a twoday training session organised by Edo SUBEB in partnership with the Universal Basic Education Board and National Space Research and Development Agency (NASRDA)

Addressing trainees, Dr Idris Jega, Head of Division, Security Geospatial Intelligence, Department of Strategic Space Application, NASRDA, noted that for a nation like Nigeria, with diverse socio-cultural and environmental resources, where the need for current, accurate and cost-efficient data and resource management is enormous, it is important that quality assurance processes be digitalised for efficient delivery of quality education services

“The training component for this collaboration is focused on capacity building of quality assurance officers, EDO SUBEB, with the development

of skills and capacity in the application of space technology and Geographic Information System (GIS) for quality assurance, as well as geospatial intelligence on the activities taking place at schools,” Jega said

Switching to e-quality assurance, Edo SUBEB joins its counterparts in other states in carrying out quality assurance processes as a means of improving quality education in Nigeria

In her welcome address at the training event, Executive Chairman, Edo SUBEB, Mrs. Ozavize Salami, emphasised the importance of the training towards upskilling QAOs to deliver on the EdoBEST 2.0 mandate.

“The quality assurance process provides us with the framework to independently and objectively assess the impact of our investments in teaching and learning, teacher professional development and school environment With e-quality assurance, this vital feedback will be

available just by the click of a button,” Salami said

Mrs Beatrice Oke, Edo State UBEC coordinator, commended Edo on its migration to e-quality assurance Oke noted that quality assurance is the core of input processes and output

“Incorporating ICT in our processes ensures that officers are doing the right thing at the right time This will help us carry out quality assurance in a better way, keeping us at par with other states while actively increasing involvement of officers in the basic education ecosystem,” said Oke.

EdoBEST: UBEC partners Edo SUBEB, NASDRA to train officers on E-Quality Assurance

19th August 2022

The Universal Basic Education Commission (UBEC) has partnered the Edo Universal Basic Education Board (SUBEB) and the National Space Research and Development Agency (NASRDA) to train Quality Assurance Officers (QAO)

The two-day workshop, which ended in Benin on Friday, centred on how to conduct quality assurance activities, using digital tools, in line with global best practices

Dr Idris Jega, the Head of Division, Security Geospatial Intelligence, Department of Strategic Space Application, NASRDA, said it was imperative for quality assurance processes to be digitalised for efficient service delivery in education in Nigeria.

According to him, a country with diverse socio-cultural and environmental resources such as Nigeria, needs current, accurate, and cost-efficient data and resource management

“The training component for this collaboration is focused on capacity building, for quality assurance officers, Edo SUBEB

“This is to ensure development of skills and capacity in the application of space technology and GIS (Geographic Information Service)

for quality assurance, as well as geospatial intelligence on the activities taking place at schools,” Jega said

The News Agency of Nigeria reports that switching to e-quality assurance, Edo SUBEB joined its counterparts in other states in carrying out quality assurance processes, as a means of improving quality education in the country

Welcoming the participants earlier, Mrs Ozavize Salami, the Executive Chairman, Edo SUBEB, stressed the importance of the training toward upskilling QAOs to deliver on the EdoBEST 2 0, an education reform mandate in the state

“The Quality Assurance process provides us the framework to independently and objectively assess the impact of our investments in teaching and learning, teacher professional development and school environment

“With e-quality assurance, this very vital feedback will be available, just by the click of a button,” the SUBEB boss noted

Mrs Beatrice Oke, Edo State UBEC coordinator, commended the state, on its migration to e-quality assurance

Oke noted that quality assurance was the core of input processes and output.

“Incorporating ICT in our processes ensures that officers are doing the right thing at the right time

“This will help us carry out quality assurance in a better way, keeping us at par with other states, while actively increasing the involvement of officers in the basic education ecosystem”, the UBEC coordinator noted

EdoBEST reforms: SUBEB begins pedagogical training for 1,500 teachers, headteachers

19th August 2022

NO fewer than 1,446 Secondary School teachers, headteachers and principals across Edo, have begun a pedagogical training ahead of the 2022/2023 academic session

The News Agency of Nigeria (NAN) reports that the training is being organised by the Edo State Universal Basic Education Board (SUBEB)

The training, which is taking place in Benin, is aimed to effectively close the teacher gap in the junior secondary school system by at least 95 per cent.

Executive Chairman, Edo SUBEB, Mrs Ozavize Salami, said the event would also usher 31,963 additional Edo children into a structured methodology of learning through its EdoBEST programme

He said “as part of the reform, a total of 365 EdoSTAR fellows – teacher volunteers – are also undergoing a 10-day intensive training which will enable participants to deliver impactful lessons to children, using the EdoBEST pedagogy

Salami spoke at the opening of the training session on Thursday in Benin

According to her, the workshop for the teachers, headteachers and principals is a landmark achievement for the board, saying that it is a major step to extend the education reforms of Gov. Godwin Obaseki-led administration

Salami said all 306 junior secondary schools in the state were now fully

incorporated in the technology-based teaching and learning techniques in line with the ongoing disarticulation process of basic education from Secondary Schools.

“Government is the largest provider of basic education service in the state and we are optimistic that our deliberate investment in teachers, through our professional development programmes

He said this would lead to improvements in the learning outcomes of students in urban, rural and even hard-to-reach areas

“The mandate is to sustain the gains made so far under the reforms in the basic education sector; we hope to progress with our EdoBEST programme such that it stands as a legacy for the people of Edo even after this administration is long gone

“Gov Godwin Obaseki is also committed to closing teacher gaps, especially through the EdoSTAR fellowship programme where 3,000 persons have been employed to fill teaching positions in primary and junior secondary schools across the state These fellows will benefit from the new minimum wage announced by the governor recently,” said the SUBEB boss

Responding to questions on nonpayment of stipends to the EdoSTAR fellows, the chairman affirmed that no fewer than 80 per cent of the fellows had been fully paid their entitlements while others would receive theirs in the coming days.

“In the face of growing calls for prioritisation of teacher professional development across Nigeria, Edo state has been at the forefront of upskilling teachers

“In the first two quarters of 2022 alone, 2,602 teachers, school leaders, Learning and Development Officers (LDOs) and Quality Assurance Officers (QAO) have been retrained to enable them to deliver on their jobs as educators and managers

“At the ongoing training, new school and classroom management techniques, modern teaching practices, anti-gender-based violence and child protection strategies as well as other important emerging best practices in school administration are being taught.

“Additionally, sessions are tailored to provide support to teachers in other facets of teaching ranging from interpretation of the curriculum, to understanding the needs of pupils, with a view to motivating them to succeed

Int’l Youth Day: How Obaseki prioritises youth development through EdoBEST

19th August 2022

In early 2022 there was a major shift in the direction of education policy in Edo state as EdoBEST, Governor Godwin Obaseki’s basic education transformation programme, was introduced to 232 state-owned junior secondary schools

Having achieved measurable success in primary schools where the programme was introduced four years earlier, the move was a deliberate strategy to extend EdoBEST to other demographic groups which were yet to feel the full impact of education reform in the state

By the end of February 2022, junior secondary schools that were hitherto described in Edo (on the lighter note) as “analogue schools” became “digital schools” following the successful EdoBEST Induction training of 1,859 teachers and principals at the EdoBEST Induction Training programme

These steps were taken in a bid to position Edo youths for a better future

Indeed, Governor Obaseki’s focus on youths in the junior secondary school system was instigated by an exodus of youngs who were faced with the unfortunate choice of either remaining in a country which had not equipped them with the right education to be gainfully employed or embark on the perilous journeys to Europe in search of green pastures Unfortunately, most of them chose the latter and with their choice came unsavoury consequences

The governor was determined to change the tide through education

“It is the right of every child to receive quality education. Denying anyone access is not just an abuse of their rights it also reveals a catastrophic failure which must be tackled, not neglected,” he said in an article published in the Financial Times.

To match action with words, the governor ensured that all junior secondary schools in Edo state get better education and the process was started in what is referred to as the disarticulation of junior

secondary schools from the senior secondary school system By so doing, the governor extricated junior secondary schools from the senior secondary school system and repositioned the students for better learning outcomes by opening them up to the EdoBEST methodology

A sophisticated learning intervention

A number of factors make EdoBEST unique. First it places the academic wellbeing of students and the professional development of teachers at the centre of education policy

In EdoBEST schools, lessons are student-centred taking into account the need to prioritise learning outcomes and developmental stages of youths in each age grade

The overall aim is to maximise learning through the use of technology, thereby achieving accelerated learning Taking lessons from the teacher tablets, a teaching device that helps teachers navigate through lessons efficiently, the emphasis of every teacher in the

junior secondary school system is learning for skills

The guides allow for creativity as the students are encouraged to participate in classes through prompts and a standardized curriculum which was developed to achieve the pillar of EdoBEST 2 0 related to skills development and sustainability

For the teachers, the technology is easy to use and helps teachers keep track of their classes Mrs Oriaifo Belinda, a Mathematics teacher at Itohan Girls’ Grammar School, says while delivering lessons via the teacher tablet students are better focused as the methodology gives her room to pay attention to the learning needs of each student as it incorporates their feedback into the lesson plan.

“I have been able to teach the students properly and their performance has improved They now look forward to more practices,” she

says

Prioritizing the future

At the official launch of EdoBEST 2 0, the governor noted that the reform would focus on basic education, secondary schools, Technical, Vocational Education and Training (TVET) and tertiary education

He noted that, “EdoBEST 2 0 is to create an enabling environment and leadership to implant reforms at all levels; and at the basic education and secondary school provide minimum standards for public and private schools;

management of and next generation Education Management Information System (EMIS); merit-based hiring and certification for teachers and management staff; and strong community participation in schools ”

The government continues to prioritize education as a driver for societal development as it is upskilling youths through technical, vocational and formal education

During the celebration of the 2022 International Youth day, the governor noted that he will sustain efforts to guarantee better opportunities for youths in Edo state, equipping them with the right skills and conducive environment to realize their fullest potential.

"In recognition of the indispensable role of youth in development, we have embarked on several reforms and projects to provide Edo youths with the right environment to succeed, equipping them with indemand skills to thrive in a technology-driven 21st century and ensuring that they are adequately empowered to contribute their quota to the development of their immediate communities,” the governor said

Why are the World Bank’s Ambitions for SDG4 so mediocre in West Africa?

17th August 2022

The first regional strategy published in 20 years, suggests that the SDG4 target will not be hit and that frighteningly the World Bank will consider it a success if two thirds of the region’s children remain in learning poverty

Less than eight years to the deadline set for attaining the Sustainable Development Goals (SDGs), and Western and Central African countries will miss the most important goal of all, SDG4, according to the World Bank’s new regional education strategy.

The goal which is focused on education aims to “ensure inclusive and equitable quality education, and promote lifelong learning opportunities for all ” It is strategic not only because of the role education plays in development but also because it directly impacts the possibility of attaining six other goals

Despite the progress made in granting access to education over the past few decades, 70 percent of 10-year-old children in Western and Central Africa (WCA) are unable to

read and understand a simple text and more than 32 million children remain out of school, the largest for any region globally

The prospect of attaining SDG4 sank in June when the World Bank launched its education strategy for Western and Central Africa during a regional ministerial meeting in Accra, Ghana. The scope and scale of strategy came as a disappointing surprise to many leaders, because of its defeatist approach to solving learning poverty in the region; offering targets and goals that would constitute a dismal policy failure, rather than success, if achieved

Multilaterals, Global Development Funds and the Broader Education Community have been hyping up the global learning crisis and the importance of tackling the failure of learning across the continent Billions are being raised from development partners for education and this year the United Nations General Assembly will host its first ‘Transforming Education’ summit as part of the activities

Yet, the policy does not match the rhetoric The first line of the World Bank’s 74-page regional strategy document, which was unveiled to education and finance ministers from across the region, clearly states that “education systems in Western and Central Africa suffer from chronic underperformance”

That is hardly news for policymakers, financiers and governments in the region. In light of this, it is surprising that the World Bank appears to have given up on meaningfully improving that underperformance. Its regional education strategy, the first it’s produced in 20 years, has such low education targets and is so unambitious as to be laughable

The World Bank does not have lofty ambitions for the powerhouse of Africa, instead it will consider it successful if 66 percent of children remain in learning poverty in 2030 To be clear – if over two thirds of children are unable to read a sentence at 10 years old in 2030, this will be considered a success by the World Bank If these are the ambitions of the foremost global development institution then Nigeria

must look to its own resources, leaders and programs, its ambitions for itself are far greater and the importance of reaching those ambitions is a matter of urgency for some of the region’s most fragile communities.

The World Bank target is not only poor in and of itself r but a surprising public acknowledgement that attaining SDG4 will remain a pipedream in the region till well after 2030 Based on the World Bank’s target, at least 17 million children from the region will still continue to grope in the dark long after the sustainable development goal has passed

Stakeholders in the education sector are baffled by the prospect of a strategy that actively plans to leave a significant portion of children behind and by the World Bank’s limited ambitions Those in the sector know that Nigerian Governors have long resisted the need for Western leadership in policy making and have been taking matters into their own hands considering the damaging medium to long-term implications of a largely uneducated population on growth.

Available data shows that some countries are more pressed than others on the issue of learning deficits and out-of-school children

Nigeria with 18 5 million out-ofschool children, Burkina Faso with over 857,221, Ghana with close to 1 million and Angola with over 773,837 have some of the highest numbers on the continent Impressive Efforts are being made by individual countries to address local challenges to enable more access to education and achieve better learning outcomes even in conflict zones; even Borno State – sadly most notable globally for insecurity and kidnapping of students – piloted innovative education reforms.

In Nigeria, Governments are seizing upon technological advances to implement state wide programs designed to improve basic education systems. KwaraLEARN, EKOEXCEL and EdoBEST are all Governor led programs using state investment to improve learning outcomes and teaching techniques at speed and scale. Literacy and numeracy has improved significantly and these states are well on the way to having strongly educated youth well in advance of 2030

With these exemplar models to draw upon why is the World Bank so unambitious for the region when Nigeria has proven that it can implement and deliver effective programming This won’t come as news to the World Bank, which has already invested over $75 million dollars to further accelerate the EdoBEST program Yet, even with examples like this to draw on –referenced extensively – in the much anticipated strategy, there is no vision or hope from the Bank to invest in these models and see fruits born.

Other creative methods have been adopted to address SDG 4 with the aim of closing learning gaps and getting children back in school Notably, many political leaders are reviewing the findings of an education study by Nobel prize winner, Professor Kremer, focussed on a new holistic education methodology that delivered among the largest learning gains ever delivered in international education The study included 10,000 children in low socio-economic groups in Africa; including many communities and locations similar to those seen across the Continent The approach is already being used by Governments across the continent, including by the EdoBEST program invested in by the World Bank.

To tackle learning poverty t countries in the Western and Central Africa region need the support and committed aspiration of multilateral institutions like the World Bank, not despair or an attitude that suggests the region must languish at the bottom of education league tables for decades to come. If this is the case, the future of the world is indeed at risk considering the population size of Nigeria’s youth

The tacit admittance of the inability to meet SDG 4 by the World Bank came as a sour grape to leaders in the regions in a period where regional and global debate is focussed on showcasing effective strategies and when political leaders should be getting all the support they need to solve this fundamental challenge to prosperity, stability and growth

Because of the dimension of the problem that is hinged on funding, experts have advocated resultsbased financing (RBF) for narrowing the funding gap. They are of the opinion that the World Bank holds the aces in this regard.

The Bank should stand ready to support the region with the requisite funding and technical partnership to achieve SDG 4 and not dim the hope of meeting the target If the World Bank has given up on Nigeria and others in the region, then the advances and investments that its local political leaders are making independent of external input will become ever more important in delivering the future the region deserves

Edo SUBEB Commences EdoBEST@Home To Boost Learning Outcomes

17th August 2022

The ancient land of Igarra, known for its generous export of groundnut and its by-products was agog with an atmosphere that can only be described as electric when it welcomed one of its greatest exports, the Executive Chairman of Edo State Universal Basic Education Board (Edo SUBEB), Mrs Ozavize E Salami

Appointed as the Executive Chairman of Edo SUBEB, Mrs Ozavize E Salami has since October 2021 been at the helm of affairs, coordinating the reform in the basic education sector of Edo state. Appointed by the Governor of Edo state, Governor Godwin Obaseki, Mrs. Salami’s primary objective is to ensure that teachers and the staff working with her work earnestly towards delivering superior learning outcomes

Applauding her efforts towards providing children in Edo state with quality education at the basic education level, the Otaru of Igarra Land, Oba E A Saiki (JP) commended the Chairman noting that her actions will safeguard the future of children in Edo state

The Paramount traditional ruler of the Igarra/Akuku Clan commended her tenacity and competence He said, “Let me say that your appointment, which is highly impressive, stands on the principle that pitches the conduct of our education system in Edo State and the country”

Prioritizing improved learning outcomes

Launching the EdoBEST programme which is the state government’s intervention for education at the basic education level in 2018, the government only envisaged reforming public primary schools in the state. It started with primary schools because according to Governor Godwin Obaseki, “To rebuild any structure, you have to start from the base and the base of our educational system is basic education”

However, under the capable leadership of Mrs Ozavize E Salami, the programme has been extended to schools now referred to as progressive schools These are schools found in hard-to-reach and most rural areas with a pupil

population of less than 100 Building on the gains of the basic education sector reforms the Obaseki-led government had started in 2018 popularly known as EdoBEST, Mrs Salami led the reform to the progressive schools as a step towards increasing enrolment and improving learning outcomes for children in the state

In 2022, the programme also hit a major milestone when it organised a 10-day comprehensive training for JSS teachers, headteachers and principals and a supervisory team of the programme. This makes room for more children to be targeted by the EdoBEST programme as the state works towards achieving SDG goal 4 of quality education for all children by 2030

Worthy of note is the fact that Edo State is one of the few states in Nigeria that have followed the UBEC mandate of having Junior Secondary School under the purview of each state’s SUBEB The EdoBEST programme was instituted in junior secondary schools following the disarticulation of JSS in October 2021

To Boost Learning Outcomes

16th August 2022

Edo State Universal Basic Education Board (Edo SUBEB) has commenced its EdoBEST@Home programme to boost learning amongst students and keep them functional, updated and engaged during the holiday period

The move by SUBEB became necessary following the determination of the Edo State Government and the leadership of SUBEB under Mrs Ozavize E. Salami to ensure students remain occupied with relevant materials and lessons during the holiday.

EdoBEST@Home is an online learning platform that provides children with lessons and teacher support during the holidays to ensure that children are engaged with mindstimulating activities

Parents who have children in EdoBEST schools can access the classes on WhatsApp when they click on the classroom links sent to their phones by Edo SUBEB The links lead directly to the WhatsApp

virtual classrooms where the children have unlimited access to learning materials and teachers Efficient teachers will be in charge of the virtual classrooms, monitoring progress and providing lessons to students

Apart from the WhatsApp classes, the Board also urged parents to help their children take the mobile interactive quizzes which are available when they send 0 to +23417006147. The quizzes are an additional learning layer that engages students while they are at home.

EdoBEST@Home as an EdTech solution will ensure a rise in teacherpupil contact time as well as ensure children have access to an array of literary resources that will be beneficial to their development

news for policymakers, financiers and governments in the region In light of this, it is surprising that the World Bank appears to have given up on meaningfully improving that underperformance Its regional education strategy, the first it’s produced in 20 years, has such low education targets and is so unambitious as to be laughable

Edo SUBEB Commences EdoBEST@Home

EdoBEST: An environment where every youth is a winner

12th August 2022

The future of any nation lies in the skills, strength and focus of its youth It is on this premise that the importance of investing in youths is paramount to any futuristic government. For a country like Nigeria with half its population categorised as youth, this investment ought to be a priority

That is why in April 2022 Governor Godwin Obaseki disclosed that the next step of Edo state’s signature basic education programme, EdoBEST, would be its implementation in junior secondary schools and higher learning institutions which are dominated by youth

As the world celebrates International Youth Day which is set aside to recognise the beauty of youth and entrench measures to make this rare demographic more relevant to global

development, spotlighting EdoBEST is inevitable

This year, the theme is instructive. “Intergenerational Solidarity: Creating a World for All Ages” borders on seeking ways to improve the world by tapping the strengths of all age brackets in society as the deadline for attaining the Sustainable Development Goals (SDGs) approaches

The objective of this year’s International Youth Day theme is to amplify the message that action is needed across all generations to achieve the SDGs and leave no one behind This is one thing the Edo state mandate under the Make Edo Great Again (MEGA) led by the Obaseki-led government seeks to achieve

The heartbeat of the nation, Edo

state boasts of a population of 3,233,366 with about half of its adult population categorised as youths.

For a state as large as Edo state, it is important that the state government invests in its youth demographic to safeguard the future of the state Living up to its slogan, it can be said that the state leads in taking the initiative in resetting the future for Nigerians especially those in Edo state

The Place of Youth in Edo State

For many years, youth in Edo state have been associated with varying vices that not only paints the state in a negative light but also demeans the youth effectively ensuring a consistent negative taint to the Human Development Index of the state Taking the need to create a safe environment for all, the state government has taken youth

development seriously, effectively looking into ways to engage the youth.

Deciding on education as the driving force for youth development, Governor Godwin Obaseki noted that the mass exodus of young people from the state to other states and countries did not reflect on the state the right way In a Financial Times article, Governor Obaseki noted that “The extent of human trafficking and irregular migration that peaked in 2016-17 was our call to action We were forced to focus on the root causes propelling them to migrate at any cost ”

One of these root causes lay in the dearth of the education sector and its failure to impart knowledge in the future leaders, thus leaving them to their devices resulting in a significant learning deficit among young people, which made them unemployable. Therefore, the government was faced with the need to reform the education sector particularly at the basic level.

Factors like lack of education content and teacher gaps inevitably leading to an increase in the number of outof-school children in Edo State projected the need for a sector wide reform to reset the future of the Edo youth This birthed the EdoBEST reform

The reform started in Primary schools taking basic education to the next level using digitised content, standardised curriculum and classroom management techniques targeted at improving learning outcomes, assimilation and classroom participation. This played a major role in influencing the mindset of the youth, engineering their thought processes to positive ways of contributing to the economy.

The success of the programme in state-run primary schools led to the expansion of the programme to secondary schools under the EdoBEST 2.0 programme.

EdoBEST in JSS

EdoBEST focused on reforming specific areas: governance and institutions, community participation and partnerships, infrastructure, leadership and critically teacher development and curriculum

This it did through a strategic positioning of teachers and stakeholders in the education sector The Edo state government has extended the reform to 232 Junior Secondary Schools effectively engaging about 22,862 students in JSS across the 18 Local Government Areas in Edo State.

The programme has taken basic education to the next level especially in rural hard-to-reach areas in the state with low student enrolment and teacher-pupil ratio. What this guarantees is that more children in the state will have unfettered access to education What is more, they will be taught by experienced and welltrained teachers who are well versed in the EdoBEST pedagogy guaranteed to inspire success, increased assimilation through class participation and improved learning outcomes

Actively training 1,859 teachers and principals on the EdoBEST pedagogy strategically positioned these education stakeholders to make an impact in junior secondary school following the disarticulation of JSS by the state under the UBEC law.

For 10 year old Jedidiah Amos of Imaguero Junior Secondary School, having to continue the EdoBEST

programme even as she continues her secondary education in a different school is a blessing she can attribute to the Edo state government. She, like her classmates, attends school everyday to be taught by teachers who are grounded in classroom techniques that encourage maximum active participation from students

Jedidiah noted that having a dedicated teacher to her favourite subject English Language has helped her improve her vocabulary, exposing her to new experiences through literature She says it encourages her to attain excellence in her academics “This term, I will read my books so that I can improve my vocabulary”, she said enthusiastically while participating in the programme’s EdoBEST@Home initiative as schools are on vacation. Gov Obaseki’s passion for youth.

Taking education to the next level in fulfilling the Sustainable Development Goals 4 – Quality education requires governments institutionalising a better learning curriculum that is inclusive of both formal, vocational and technical education, upskilling the youth for the future Edo State understands the importance of providing quality education to the Edo child, this is why the EdoBEST 2 0 programme not only continues to provide basic education services to children in EdoBEST schools, but extends the reach to cover TVET and tertiary education

Using technology to re-engineer the entire cycle of delivery and accountability while redesigning teacher support, welfare and training to foster success in the classroom, Edo state is systematically reforming the society through education and skill acquisition. Speaking to Financial Times, a business and

economics British Daily Newspaper that highlights new insights into various economies around the world, the Executive Governor of Edo State, Governor Godwin Obaseki expressed his passion in engaging the youth of Edo State. He said, “At the root of the social, economic and security challenges faced by many African states is the failure of governments to provide mass quality education, notably in basic numeracy and literacy.

The theme, “Resetting the Future, Empowering Our Youths” speaks true to the fact that the Edo State government is resetting the future using Education as a driver for improved learning outcomes and ultimately community development through the utilisation of skills acquired.

According to the Edo State Commissioner for Youths and Humanitarian Affairs, Christopher Nehikhare, “The Edo State Government takes the issue of youths very seriously that is why the state can pride itself as a state with the highest employment rate of youths in Nigeria and our educational programme like EdoBEST is one of the best as it’s been studied to be replicated ”

As the world draws closer to the timeline for achieving these goals, it is important that it has a driver for sustainable development A key driver to address these challenges and create a sustainable future for all, is the youth

An investment in the youth is an investment in the future, thereby creating an environment where every youth is a winner

More efforts should be put into educating the future of the society –the youth. Government should make more investment in education to enlighten the youths. An enlightened youth demographic is a demographic that is equipped to effect change in the society; proffering solutions to socio-economic challenges thus creating a world for all ages

This year, it is telling that the government has redefined the theme for the International Youth Day to speak to the reality of the impact of the EdoBEST programme and other innovative reforms of the state government

Achieving SDG by 2030

The Sustainable Development Goals are a set of goals initiated by the United Nations as a blueprint to achieve a better and more sustainable future for all They address the global challenges developed and developing countries face, including poverty, inequality, climate change, environmental degradation, peace and justice.

It is the right of every child to receive a quality education. Denying anyone access is not just an abuse of their rights — it also reveals a catastrophic failure which must be tackled, not neglected.”

Technology in Education: Exploring the EdoBEST model

4th August 2022

Every morning teachers in schools under the EdoBEST programme in Edo state clock in using their government issued tablets, teach from lesson guides in the tablets, record pupils’ scores on the tablets and also receive periodic training from the same devices

The technology is so exact and interconnected that basic education sector managers know when a teacher is not in school, or when a teacher is not teaching in class They are also aware of the group of teachers and pupils that need additional support throughout the academic year real time These things are only possible because of technology

The system run by Edo state was instituted to address challenges in the school system which could not be solved without resources to modern technology. Over the past

four years, it has been strengthened to deliver more on its purpose.

Employing technology in education requires a synergy between all arms of administration to ensure the free flow of information and processes from the offices to the classrooms Utilising this synergy is what EdoBEST has unlocked in the delivery of basic education services to schools in the state

According to Governor Godwin Obaseki, “To rebuild any structure, you have to start from the base and the base of our educational system is basic education”

With this in mind, the governor instituted an education reform in the state leveraging technology at the basic education level. That reform is referred to as EdoBEST, which has been spread to the junior secondary school system.

Imagine a network of connected systems and levels of administration being synergised at all levels of learning with no hindrance to processes and delivery systems What this means for education is seamless delivery of services ranging from teaching to supervision and school inspection and at this, EdoBEST is getting it right

Walking into any EdoBEST school, several distinct features stand out, distinguishing the class from your regular classroom like the STRIVE points framework boldly written on the board serving as an interactive feature that helps capture a child’s attention

However, what immediately holds your attention is the green pouch housing the gold mine that is the teacher tablet.

Addressing the induction trainees at the induction graduation, the Executive Chairman of Edo SUBEB noted that “Government is taking the reform across the education sector so that Edo State can be the BEST in all aspects of education” The programme has taken this up a notch by being the best in utilizing technology for educational advancement

For Progressive Teacher Mrs. Patricia Onaiwu, a teacher at Ijieduma School, who prior to January 2022, had never used an EdoBEST teaching tool, the adoption of her school by the EdoBEST programme was a welcome development in increasing learning outcomes

Speaking on the importance of technology in teaching lessons, she noted that using the teacher tablet makes teaching easier Confident in the use of the teacher tablet, she teaches her children efficiently thereby motivating them to learn

The EdoBEST programme has infused the use of technology in ensuring the smooth delivery of education services in the state through the Edo State Universal Basic Education Board The use of this technology has been applauded by reputable education stakeholders and has earned the programme the status of being the only sub-national programme under the World Bank Accelerator Programme.

No mean feat, the programme has continued to live up to the standard associated with world-class programmes as it continues to leverage technology in its service delivery

All its processes are now digitized taking its supervisory routine away from analogue to digital processes

The programme has dedicated field officers who are responsible for ensuring that the processes run smoothly, leaving no room for errors These field officers are divided into two groups; Learning and Development Officers who are concerned with ensuring the quality of learning content and Quality Assurance Officers tasked with the responsibility of maintaining the quality of learning in all EdoBEST schools.

In the first six months of 2022, 251 hitech tablets were given to Quality Assurance Officers (QAOs) and Learning and Development Officers (LDOs) to improve the quality of their reports,

giving recommendations and data in real time

The devices which were distributed to QAOs and LDOs will enhance their ability to monitor activities in schools, thereby ensuring that teaching and learning objectives are being met

Amenaghawon Osaghede, a QAO from Oredo LGA explained that the shift towards digital operations in the EdoBEST programme will allow for efficiency and free flow of information allowing for real-time resolution.

She noted that “GPS placement will no longer be a problem The device will help us support teachers and heads of schools with resolutions onthe-go whenever we encounter problems

The tablets will make work faster, make our reports authentic and work will go on without hindrances ”

Edo SUBEB continues to prioritise the delivery of quality education across the state The board has designed and implemented a robust school supervisory system that is facilitating on-the-spot teacher support and routine teacher professional development to further boost learning outcomes among pupils

Edo Govt to rank schools next academic session

4th August 2022

Edo Government says it will rank schools in 20222023 academic session based on their outstanding performances

Dr Joan Osa-Oviawe, the state Commissioner for Education said in Benin on Thursday that the aim was to distinguish between schools that had met the aspirations of the government and those that had failed.

The commissioner said the local governments would also be ranked based on the performance of schools in their domain

According to him, all schools, including private schools and Adult Education Centres, will not be left out

Besides, Osa-Oviawe said School Management Board (SMB) would soon be established as part of the state government plans to strengthen school governance under the framework of EdoBEST 2 0

She said members of the board would help to support the operations of schools and bring the much needed external funds to the schools.

The commissioner, who disclosed that the board would become operational in September 2022, invited community service-driven individuals at home and in the diaspora to apply for the role

“Edo State Ministry of Education is inviting community service-driven individuals at home and in the diaspora to consider sitting on the board of any public Senior Secondary School of their choice.

“Each SMB will consist of 11 members, including a representative of a school’s Association, a parent of a student in the school and the school principal, who will serve as Secretary to the board,” Osa-Oviawe said

Edo monarch lauds Obaseki’s education reforms, honours SUBEB chairman

1st

BENIN CITY – THE traditional ruler of Igarra/Akuku clan in Akoko-Edo local government area of Edo State, HRH, Oba Adeche Saiki II, yesterday lauded the education reforms of the governor GodwinObaseki led administration saying it has positioned public schools for better performance and the churning out of quality pupils and students

He stated this at a reception organized for the Chairman, State Universal Basic Education Board (SUBEB) Mrs Ozavize Salami where he described the SUBEB chairman as a competent leader who has demonstrated the capacity to perform and commended the governor for the choice of Salami as the chairman of the board

He said “Let me say that her appointment, which is highly impressive, stands on the principle that pitches the conduct of our Education system in Edo State and the Country

“I have no doubt that your office shall brandish you with more achievements and skyrocket your profile in such an astronomical proportion that would move the world I know also that you will make us proud as usual because it is from

your childhood you know the goose that would lay the golden egg ”

On her part, Salami said Governor Obaseki was clear about his vision for education in the state when he appointed her as chairman of SUBEB

She said “When His Excellency appointed me as the Executive Chairman of the State Universal Basic Education Board (SUBEB), he was very clear in his mandate to me specifically about building on the gains of the basic Education Sector reforms he began in 2018 popularly known as EdoBEST.

“Akoko-Edo is at the heart of educational reform in Edo state with 27 Junior Secondary Schools and 69 primary schools already in the EdoBESTprogram As we look to continue to expand the number of schools in the Edo Best program we hope to achieve a 100 compliance level for all schools in Akoko Edo and the entire state to be part of the program

“As part of His Excellency’s drive to improve education at the basic level, Akoko Edo has benefitted tremendously from the EdoSTAR program instituted by the Governor

“Under the administration of His Excellency, Godwin Nosakhare Obaseki, interventions have been planned in various primary schools and Junior secondary schools in all 18 LGAs within the state to improve the learning environment of our children” adding that nine schools would benefit from it

Some of the things to be provided for the schools she said include Supply of adequate school furniture, borehole installation and construction of overhead tank for adequate water supply, construction of toilet block and restoration of the water supply system, construction of four classroom blocks with offices and construction of six classroom blocks with offices.

“We understand that the challenges are as many as they are diverse and critical and I can assure you of our commitment to closing teachers’ gaps, improving learning outcomes and making significant investment in improving the school environment Education for all is the responsibility of all so we also need you to do your part ”

August 2022

OPINION: OBASEKI AND VERDICT OF POSTERITY

31st July 2022

The verdict of posterity cannot be rigged Usually, it delivers the final judgement, after all jealousy, political bickering, ill-will and media hype are no longer in play.

I have reserved a copious amount of sympathy for whoever the next Governor of Edo State is going to be after His Excellency, Mr Godwin Obaseki, disembarks on November 12, 2024

The grim political and economic outlook of our country, coupled with the sheer colossal amount of development Obaseki has managed to churn out with such limited resources would certainly create a towering legacy, which his successor will grapple with

Many states in Nigeria, in the past six years, have been essentially rudderless This is the result of a complete change in the paradigm of governance It used to be that governors would head to Abuja monthly to collect reasonable amounts of money, go back home to pay salaries and use what is left for pockets of capital projects across their states. Not so straightforward anymore. In the last six years, the fundamental change in revenue patterns has left states comatose

Governor Obaseki has, however, shone brightly amid the gloom, leveraging private capital

Three weeks ago, we visited two communities in Orhionmwon and Ikpoba Okha Local Government Areas of Edo State, where a $250 million agribusiness investment is unravelling T

his multi-million-dollar investment comprises two integrated farm projects, one of which is a 10,000hectare

oil palm estate and the other, a cassava project, accompanied by an ethanol production plant, which will get its feedstock from the vast cassava farm

At the last count, the state has over 62,000 hectares of oil palm plantations undergoing development with private companies leading the charge, resulting in the largest ever oil palm development project in the history of the country.

Under the governor’s watch, there is a revolution in the education sector, which has seen the training of not less than 15,000 teachers on techdriven teaching methods and delivering globally-rated education to over 200,000 pupils across the state The project tagged EdoBEST 2 0, has been expanded to secondary and tertiary institutions in the state, creating a knowledge pipeline to drive sustainability, impact and prosperity

Obaseki’s digitisation drive has led to transformational partnerships with technology companies such as Facebook, MainOne and Global Independent Connect Limited (GICL), which has resulted in the laying of over 400km of

fibre optic cables, which serve as a superstructure for the state’s technology ecosystem, creating a new lease of life for business and technology hubs, expanding internet access for entrepreneurs, tech workers, government agencies and schools.

The ecosystem has birthed a knowledge economy through which not less than 150,000 youths have received Information and Communication Technology (ICT) training, and are gainfully employed Conscious of the need to create highnet worth startups and a globally sought-after talent base, the governor entered into an agreement with a talent training firm, Decagon, to train not less than 15,000 elite software engineers at the Edo Tech Park, a campus-style institution for training a new corps of young technology trend-setters

There are quite a few individuals across the political class in Nigeria who hate Obaseki’s guts; and one would understand why this is the case, because he appears to be making headway where others see roadblocks and an insurmountable financial hurdle.