Professional Documents
Culture Documents
Lagos Ministry of Education
Lagos Ministry of Education
MINISTRY OF EDUCATION
Y2013 Annual Education Sector Performance Report
Table of Contents
FOREWORD .................................................................................................................................................... III
ACRONYMS ................................................................................................................................................... IV
CHAPTER 1 ...................................................................................................................................................... 5
INTRODUCTION ........................................................................................................................................... 5
1.1 BACKGROUND/LINKAGE WITH SECTOR POLICIES/MTSS ................................................................................ 5
1.2 PURPOSE OF THE PERFORMANCE EVALUATION REPORT ..................................................................................... 6
1.3 SUMMARY OF STAKEHOLDERS IN THE SECTOR .................................................................................................. 7
CHAPTER 2 .................................................................................................................................................... 10
CHAPTER 3 .................................................................................................................................................... 13
CHAPTER 4 .................................................................................................................................................... 38
CHAPTER 6 .................................................................................................................................................... 44
CHAPTER 7 .................................................................................................................................................... 46
FORWARD LOOK: REVIEW AND ADJUSTMENT OF SECTOR POLICY & STRATEGY ............. 46
7.1: RECOMMENDATIONS FOR POLICY, STRATEGY AND PROGRAMME ADJUSTMENTS .......................................... 46
7.2: RECOMMENDATIONS FOR MEDIUM-TERM BUDGET ADJUSTMENTS............................................................... 47
7.3: STRENGTHENING PARTNERSHIPS IN THE SECTOR .......................................................................................... 48
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Y2013 Annual Education Sector Performance Report
Foreword
The Report also provides useful information on the achievements in the Education Sector
vis-a-vis specific mandates. There is no doubt that the Report will serve as a veritable
channel for providing appropriate feedbacks to the relevant stakeholders, as it will also
serve as a working tool, a guide and a basis for the preparation of the next cycle of
three-years (Y2016- Y2018) Medium Term Sector Strategy (MTSS) document.
I wish to commend the Compilation of this document by officers of the sector who were
fastidious enough to deliver on the assignment. I also recognize the technical support
from the Education Sector Support Programme in Nigeria (ESSPIN), and the State
Partnership for Accountability, Responsiveness and Capability (SPARC) who made
significant contributions towards the preparation of this report.
It is important to reiterate that this edition, just like the previous ones is very
comprehensive and the data generated were graphically represented for easy
interpretations. The report will therefore be useful for planning purposes.
I hereby present to you the sixth edition of the AESPR, showcasing Lagos State
Education Sector Performance in Y2014.
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Y2013 Annual Education Sector Performance Report
Acronyms
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Y2013 Annual Education Sector Performance Report
HRD Human Resource Development
ICAN Institute of Chartered Accountants of Nigeria*
ICT Information and Communication Technology
ICTE Information and Communication Technology Education
IDAs International Donor Agencies
IDPs International Development Partners
IGR Internally Generated Revenue
ISD Integrated Schools Development
JDPC Justice Development and Peace Commission
JSS Junior Secondary School
KPIs Key Performance Indicators
LACSOP Lagos State Civil Society Partnership
LCDA Local Council Development Area
LASEED Lagos State Economic Empowerment and Development Strategy
LASGEMS Lagos State Government Education Management System
LASTVEB Lagos State Technical and Vocational Education Board
LASU Lagos State University
LASPOTECH Lagos State Polytechnic
LGA Local Government Authority
LGEA Local Government Education Authority
LMDGP Lagos Metropolitan Development and Governance Projects
MATP Modern Apprenticeship Training Programme
MDAs Ministry, Departments and Agencies
M&E Monitoring and Evaluation
MLA Monitoring Learning Achievement
MDGs Millennium Development Goals
MOE Ministry of Education
MOU Memorandum of Understanding
MOST Ministry of Science and Technology
MOCPED Michael Otedola College of Primary Education
MEPB Ministry of Economic Planning and Budget
MTEF Medium Term Expenditure Framework
MTSS Medium Term Sector Strategy
NABTEB National Business and Technical Examination Board
NAWE National Association of Women in Entrepreneurship
NBTE National Board For Technical Education
NCCE National Commission For Colleges of Education
NCC National Communication Commission
NCE Nigeria Certificate in Education
NCE National Council on Education
NECO National Examinations Council
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Y2013 Annual Education Sector Performance Report
NEEDS National Economic Empowerment and Development Strategy
NECA Nigeria Employers Consultative Association
NEMIS National Education Management Information System
NEPAD New Partnership for African Development
NITDA Nigerian Information and Technology Development Agency
NSE Nigerian Society of Engineers
NER Net Enrolment Ratio
NERDC Nigeria Education Research and Development Council
NGO Non Government Organisation
NMS National Minimum Standards
NUC National Universities Commission
NUT Nigerian Union of Teachers
NPE National Policy on Education
OFMM Office of Facility Management and Maintenance
OSAE Office of the Special Adviser on Education
OPC Odua People’s Congress*
PPP Public Private Partnership
PPRU Press and Public Relations Unit
PSSDC Public Service Staff Development Centre
QA Quality Assurance
QAE Quality Assurance Evaluation
QE Quality Education
SAME State Agency for Mass Education*
SAVI State Accountability & Voice Initiative
SBMCs School-Based Management Committees
SCE State Council on Education
SCRPS Special Committee for Rehabilitation of Public Schools
SDP School Development Plan
SIP Schools Improvement Programme
SMoE State Ministry of Education
SOS Support Our Schools
SPARC State Partnership for Accountability, Responsiveness and Capability
SSSEC Senior Secondary School Education Curriculum*
SSIT State Schools Improvement Team
SSIOs State Schools Improvement Officers
SSS Senior Secondary School
SSSCE Senior Secondary School Certificate Examination
STSB Science and Technical School Board
STR Student-Teacher Ratio
SUBEB State Universal Basic Education Board
SUG Students Union Government
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TEPO Teachers Establishment and Pensions Office
TOT Training of Trainers
TPA Ten-Point Agenda
TETFund Tertiary Education Trust Fund
TVE Technical and Vocational Education
UBE Universal Basic Education
UBEC Universal Basic Education Commission
UBEC-IF Universal Basic Education Commission-Intervention Fund
UNESCO United Nations Educational, Scientific and Cultural Organisation
UNICEF United Nations International Children Education Fund
WAEC West African Examination Council
WASSCE West African Senior School Certificate Examination
WAPA Women Affairs and Poverty Alleviation
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Y2013 Annual Education Sector Performance Report
Executive Summary
This Y2013 Annual Education Sector Performance Report (AESPR) focuses on measuring
the results (output, outcomes and impacts) of key education sector strategies and
activities as well as the cross-cutting programmes with other sectors. Since the aim of
this report is to inform efficient planning process, it is structured to link programme
implementation (input-process-output) with sector results and performance (outcome-
impact) through the six MTSS goals aimed at delivering the State’s priority initiatives in
the Education Sector. The Table below presents evidence of major outcomes from the
implementation of key sector goals.
1 Expand and improve Total enrolment for ECCDE decreased The drop in enrolment
comprehensive early from 77,712 in Y2013 to 67,289 in could be attributable to
childhood care and the Y2014, which shows 13.4% drop in shortage of facilities
management of total enrolment and relative parity in and parents’ preference
challenges in children. male and female enrolment. for private schools.
2 Make basic education Total enrolment in Public Primary The GER and the NER
accessible, free and Schools shows a 20% decrease from could not be
compulsory to all 500,618 in Y2013 to 400,277 in appropriately calculated
children of school age in Y2014. At the Public JSS level, as a result of the
a conducive environment there was 7.8% drop in enrolment inability to include
for self reliance from 329,395 in Y2013 to 303,659 in Private Schools in the
Y2014. Male and Female enrolment in conduct of the ASC for
both Public Primary and Junior 3 years running. The
Secondary School shows relative drop in enrolment at the
parity. Public JSS could be due
to the introduction of
the new promotion
policy, which stipulates
50% pass in six subjects
including English and
Mathematics; and the
placement Test which is
a qualifying examination
for primary six pupils
into Junior Secondary
School.
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Y2013 Annual Education Sector Performance Report
3 Make secondary school Enrolment in Public Senior Secondary The observed decrease
education accessible, Schools decreased from 263,663 in in enrolment could be as
relevant, practical and Y2013 to 247,769 in Y2014 which a result of stricter and
goal oriented in a reflects a 6% drop in total enrolment controlled transfer of
conducive environment with female enrolment significantly students into Senior
higher than male enrolment. secondary school
4 Provide training and The results of Y2014 NABTEB The noted poor
impart necessary skills examinations show that only 12.34% performance may be
to individuals who shall of candidates passed with 5 credits attributed to the quality
be self reliant including English, Mathematics and of intakes, weak
economically one trade core subject. This is a monitoring mechanism
setback compared to Y2013 when 15% and the relatively
of candidates passed. inadequate equipment
available for curriculum
delivery.
5 Produce world class In Y2013 LASU produced a total of
professionals and 3,695 graduates, and 3,472 graduates
entrepreneurs that will in Y2014 representing a decrease of
provide leadership and 6.04%; MOCPED 342 NCE graduates
sustain national and 224 in Y2013which represent a
economic growth in decrease of 34.5% and AOCOED
relevant fields produced 538 and 548 graduates in
Y2013 representing an increase of
1.9% while LASPOTECH produced a
total of 3,297 ND and HND
graduates. And 3522 ND and HND
graduates in Y2013.
6 Eradicate illiteracy and In Y2013, fifty one (51) Adult Sensitization and
improve reading culture Literacy Centres were established, awareness campaign on-
giving a current total of 543 centres. going to improve area of
coverage.
Increase in enrolment was noticed in
Y2013 (12611) compared to Y2012
(11071).
The first presentation of 265
Continuing Education Centre
candidates registered through the
Agency for Nov/Dec External
Examination was achieved in Y2013.
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There is the need to prioritize educational needs and allocate resources to bring about
progressive development in the education sector, adapt the national curriculum to the
development needs of the State, and strengthen the State Education Management and
Information System, which provides the basis for strategic planning of the State
Education Sector. It is imperative to state that the on-going institutional reforms be
continued to achieve the desired changes in the entire school system.
Monitoring and Evaluation (M&E) Units have been established at the Ministry of Education
(MOE) and the State Universal Basic Education Board (SUBEB). M&E Desk Officers have
also been appointed at the 20 LGEAs, but there is the need to also establish an M&E unit
in each other education sector MDAs and the six education Districts. The Quality
Assurance Directorate at the tertiary institution level needs to be strengthened. The
capacity of M&E Officers requires strengthening to ensure timely collection of relevant
data for quarterly reports and strategic planning especially for the MTSS. There is also
the need to strengthen the Units with the deployment of more capable officers to meet
up with the demands of the job.
This report also presents specific recommendations based on the results and evidences
observed in the course of this sector performance review to inform and guide subsequent
planning and budgeting as well as implementation strategies. These include:
The issue of Management of Challenges in children should be separated from ECCDE.
A separate strategic goal should be formulated around this important issue during
the MTSS review.
A State wide survey for out-of-school children should be conducted in order to
provide credible and reliable data needed for planning.
Planning is the process of strategising and organising activities required to achieve
desired goals. There is therefore an urgent need to entrench a strong culture of
planning in all MDAs including the LGEAs.
The reason(s) for the observed decrease in enrolment in public primary, junior and
senior secondary schools, as well as the decrease in enrolment of female students
over male in senior secondary schools should be investigated;
A review of government policy on the involvement of the private sector in education
delivery in the State should be fast tracked to improve standard.
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Y2013 Annual Education Sector Performance Report
Conscious efforts should be made to include the Private schools in the conduct of
the ASC as these schools account for a significant share of enrolment;
There should be clear demarcation of functions between SUBEB and the Education
Districts on Basic Education matters to remove overlapping of functions and
promote efficient utilisation of funds.
All schools should be mandated to have School Development Plans (SDP) to promote
effective management and inspection of schools,;
There should be increased usage of the Integrated School Development (ISD) model
should be adopted as a tool for determining physical, material and human needs for
the school as well as coordinating interventions in schools.;
Efforts should be made to synergise the activities of Project Unit of MoE and other
relevant Agencies such as SCRPS, LMDGP, OFMM, EKO Project, SUBEB e.t.c in
carrying out project activities to avoid observed duplication of roles.
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Y2013 Annual Education Sector Performance Report
Chapter 1
Introduction
Goal 1: Expand and improve comprehensive early childhood care and the management of
challenges in children;
Goal 2: Make education accessible, free and compulsory to all children of school age in a
conducive environment for self-reliance;
Goal 3: Make secondary school education accessible, relevant, practical and goal oriented
in a conducive environment;
Goal 4: Provide training and impart necessary skills to individuals who shall be self-reliant
economically;
Goal 5: Produce world class professionals and entrepreneurs that will provide leadership
and sustain national economic growth in relevant fields;
These goals were articulated to produce desired impact towards realising the overall
vision of the Sector; the goals were broken down into objectives related to desired
outcomes. This was in order to ensure sustainable benefits to the citizens and socio-
economic development of the State. Furthermore, measurable and realistic targets were
set to guide implementation of activities to deliver short-term achievement (outputs) to
drive the processes. Measurement of results and performance are facilitated by Key
Performance Indicators (KPIs), which are identified for every set target. Refer to Annex
2 for details of the MTSS goals, objectives, targets and key performance indicators.
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Y2013 Annual Education Sector Performance Report
The Annual Education Sector Review (AESR) is an appraisal of sector performance against
sector goals, objectives and set targets, using measurable indicators to provide informed
inputs for the revision of the State’s medium and short term Strategic Plans. Key
recommendations of this report feed into the preparation of the Education Sector 3-
years Medium Term Sector Strategy (MTSS), which will in turn inform preparation of the
Y2015 Annual Budget based on the existing evidences.
The Annual Education Sector Performance Report (AESPR) document reports progress on
the implementation of strategies and activities, as well as the cross-cutting initiatives
with other sectors to achieve the set goals and targets as identified in the key Strategic
Plans. In addition, it provides a comprehensive review of established goals with a view to
determining progress towards delivering the mandates of the constituent sub-sectors and
ultimately achieves the overall vision of the Education Sector.
The major aim of this report is to guide the strategic planning process to produce
evidence-based plans and result-oriented budget that will promote efficiency and
accountability in its implementation. Hence, it is structured to link programme-
implementation (input-activity-output) with sector performance (outcome-impact) using
the MTSS, which derives from other state policy documents.
The AESPR is therefore a key official means of communicating with other stakeholders
about how resources are being utilised and how objectives are being achieved. It is set
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Y2013 Annual Education Sector Performance Report
against baselines which are original sets of scheduled dates, budgeted amounts, expected
work, scope and quality targets, developed in the planning phase. The baselines are
evaluated against actual performance of programmes and projects as they are
implemented.
The purpose of the report is to provide a transparent basis for accountability, decision-
making on policies and programmes, learning, drawing lessons and for improvement of the
next cycle of the 3-year MTSS and formulation of education budgetary planning for Y2015
- Y2017
The Lagos State Education Sector comprises many stakeholders (internal and
external) that need to play their respective roles in order to help all school age
children and adults learn better and attain their full potentials. These stakeholders
are responsible for formulating, implementing policies and strategic plans to deliver their
statutory mandates. Table 1.1 provides a summary of functions/roles of the stakeholders
in the Education Sector.
Stakeholders Level of
Roles/responsibilities Interest
(MDAs) influence
Ministry of Policy formulation and implementation, Education Policy Highly
Education Supervision and Control, Setting Formulation influential
Standards/Quality Assurance, /Supervision
Monitoring and Evaluation, Co-ordination
and Communication and administration/
supervision of State Examinations.
Office of the Overseeing the administration of some Monitoring and Highly
Special Adviser on agencies in the sector, such as the Regulation influential
Education Library Board, Scholarship Board, activities
Agency for Mass Education and Tertiary
Institutions.
Education Districts Responsible for administration of Policy Highly
secondary education and staff welfare. Implementation influential
and Maintenance
of Standard
Teachers Responsible for capacity development of Training, Highly
Establishment and secondary school teachers, Pensions and influential
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Y2013 Annual Education Sector Performance Report
Administration
School-Based Resource Mobilisation and Advocacy for School Support
Management Increased Enrolment Influential
Committees/Parents
Teaching/Non- Teaching and School Administration Knowledge Highly
Teaching Staff Dissemination Influential
and Skills
Development
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Y2013 Annual Education Sector Performance Report
Chapter 2
Summary of Sector MTSS Focus and Programmes
There have been several budget reforms aimed at improving public expenditure in Lagos
State over the years. These reforms involved the use of different approaches required
for ensuring transparent budget framework by all the MDAs. Such reforms include:
Programme-Based Budgeting, Budget Profiling and the recent approach, which is the
The MTEF is an integrated top-down and bottom–up system of public expenditure which
Direct bulk of the public spending to the State’s strategic priorities as articulated
in the high level policy documents such as Lagos State Development Plan 2012 –
2025, Education For All (EFA), Lagos State Economic Empowerment and
The MTEF has six standard components which are: Macro-economic Framework, Fiscal
Statement and Contingent Liabilities Statement. Two out of these components are involved
in deriving the public expenditure framework for the Y2015-2017 Education Sector MTSS.
Medium Term Fiscal Framework: this projects the available resources over a 3-
year horizon (which is documented in a Fiscal Strategy Paper) for the MDAs.
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Y2013 Annual Education Sector Performance Report
Medium Term Sector Strategy (MTSS): this identifies goals and objectives for
the Education Sector and translates these within the confines of the Sectoral
In the MTEF, opportunities are available for annual updates of the two components for the
purpose of promptly accommodating economic and policy changes which feed monitoring
and evaluation results into budget planning. The other four components are primarily the
responsibilities of State Ministry of |Economic Planning and Budget. The last two years of
the three-year MTSS Plan form the basis of the annual updates and reduces the
The Annual Education Sector Performance Report (AESPR) of Y2012 raised some issues
about the implementation of the Y2014 – 2016 MTSS which necessitated a review and
subsequent improvement of the Y2015-2017 MTSS document. The objective of the AESPR
such performance with the Education Sector Plan (ESP) and the MTSS targets and utilise
such to re-prioritize plans/programmes. The Annual School Census (ASC) on the other
Education Sector strategic and operational plans using sets of monitoring indicators.
Both the ASC and AESPR documents therefore provide substantial data and evidences for
the development of the Y2014-2016 MTSS document. As a result, the conclusion of the
Y2014-2016 MTSS plan of the Education Sector influenced the Y2014 budget, as it is a
the current MTSS. This is presented in form of fully costed activities and expenditure
plans through which the Ministry of Education and other MDAs seek to contribute to the
attainment of the goals and objectives of the Education Sector Plan, within the limits of
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available resources. These goals are reflections of the core areas of focus for the
Figure 2.1 Core areas of Focus for the Education Sector in Lagos State
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Y2013 Annual Education Sector Performance Report
Chapter 3
Analysis of Key Performance Indicators (KPIs)
This section reports on performance assessment of key sector strategies and activities
against set targets using appropriate measurement indicators as articulated in the MTSS.
The aim is to evaluate the sector performance for 2013 based on sector strategic plans,
which informs the Y2015 annual budget and work plans.
3.1.1 Goal 1: Expand and Improve Comprehensive Early Childhood Care and
Development Education and the Management of Challenges in Children
To help manage the challenges in children and motivate parents of physically impaired
children to enrol them in schools, government continued the provision of Free Mid-day
Meals to a total of 1,700 pupils in the 31 Inclusive Units in the State.
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3.1.2 Goal 2: Make Basic Education Accessible, Free and Compulsory to all Children
of School Age in a Conducive Environment for Self Reliance
SBMCs were established in all 1004 primary schools leading to increased number of
SBMC members from 2,156 to 14,014 in Y2013. This increase is also as a result of
the restructuring from the cluster model to school-based model. The new SBMC
members commenced the 5-Level capacity development programme on their roles
and responsibilities.
4,800 SMBC members from 600 primary schools have completed 2 levels of the 5-
level capacity development programme with support and funding from ESSPIN and
UBEC.
It is noteworthy that 3,600 SBMC members out of whom 3,000 were women
participated in a Leadership Training Programme.
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In addition, SUBEB produced and distributed 2,500 copies each of the SBMC
Guideline and SBMC Policy book. Flyers and stickers were also produced and
distributed to SBMC members, schools, agencies and other relevant stakeholders.
Between January and December Y2013, the SBMCs in the 1004 Public Primary
Schools in the State were able to mobilize funds to the tune of ₦ 271,209,890.00
in cash and kind for schools development.
With the enactment of the Child Rights Law, SUBEB engaged communities, parents
and pupils/students on the need to protect the rights of children across the State.
In addition, the Board instigated legal proceedings against those found to have
violated the law. Cases handled included 104 physical assault cases, of which 25
were reported to be in court at Ikeja, Kosofe, Surulere, Epe and Lagos Island, 38
settled out-of-court cases through mediation and 41 concluded. Also 57 incidents
of child labour, 43 sexual harassment incidents, and 15 incidents of defilement or
rape were reported.
In Y2013, the Implementation Committee on Almajiri Education Programme was
constituted.
To make Senior Secondary Education more accessible and conducive, the following
infrastructural developments were carried out in Y2013:
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Production and delivery of pieces of furniture: 4,425 for students’, 460 for
teachers’ furniture, 26 for Vice Principals and 13 for Principals.
To enhance effective planning and management of education, the review of the MTSS for
Y2013 – Y2015 was successfully carried out and formed the basis for the preparation of
all other planning and management tools such as the annual budget and the Departmental
Work Plans (DWPs). In response to a report presented by UNESCO which submitted that
there were over one million out-of-school children in Lagos State, His Excellency, the
Governor, directed that a committee be constituted to design and develop modalities for
the conduct of an out-of-school Children Survey. The Committee met and had submitted a
report. The Survey is however yet to be conducted.
A total of 102 private schools were granted approval in 2013. The breakdown of the
schools is as follows:
Nursery/Primary - 40
Secondary - 57
Vocational/Remedial - 5
To enhance Monitoring and Evaluation across Senior Secondary schools the following
activities were carried out in Y2013 to improve teaching and learning outcomes in schools:
The Lagos State Office of Education Quality Assurance was established by an
Executive Order (No. EO/BRF/11 of 2013) to strengthen Government’s control and
regulation of schools below tertiary level in the State.
In collaboration with Action Health Incorporated (AHI), forty (40) QA Officers
were trained to monitor classroom delivery of the two HIV/AIDS/FLHE carrier
subjects which are Social Studies and Basic Science
Five (5) Officers were trained on how to grade private schools by the Developing
Effective Private Education Nigeria (DEEPEN) Programme, and participated in the
grading of private schools.
QA Dept in conjunction with other relevant Agencies e.g Federal Inspectorate
Service quality assured 428 Nursery/Primary, 107 Junior Secondary School, 95
Senior Secondary School and 17 Private Secondary Schools using National Quality
Assurance instrument.
Accreditation Evaluation was conducted in 83 approved private secondary schools to
enable them register their students for external examinations such as Senior
School Certificate Examination (SSCE) and Basic Education Certificate Examination
(BECE).
A study tour to Devon in the United Kingdom was conducted majorly to improve the
skills of officers on school inspection and special education.
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3.1.4 Goal 4: Provide Training and Impart Necessary Skills to Individuals who shall
be Self-Reliant Economically
For the improvement of performance of students and teachers in Technical and Vocational
Education in Y2013:
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The partnership between Samsung Nigeria Limited and Lagos Eko Project in
conjunction with LASTVEB provided training to 400 students in electronics, air-
conditioning and instrumentation using a hybrid curriculum through the established
Academy.
Government Technical College, Ikorodu won the bid for the MTN Foundation’s
corporate social investment initiative aimed at improving the technical skills of the
Nigerian youth towards socio-economic development and self-reliance. This Public
Private Partnership intervention focused on infrastructural development, capacity
building and supply of relevant equipment and furniture.
Five thousand, three hundred and sixty eight (5,368) students were enrolled in the
5 Technical Colleges of which 768 (14.31%) are females.
Five thousand (5,000) artisans in the informal sector of the State were trained in
Y2013 as compared to 2,000 trained in Y2012 in various trades.
3.1.5 Goal 5: Produce World Class Professionals and Entrepreneurs that will provide
Leadership and Sustain National Economic Growth in Relevant Fields
To promote peaceful academic environments required for value based learning and good
governance, the Lagos State Polytechnic (LASPOTECH) carried out the following activities
in Y2013:
Sensitization programmes involving students, Union Executives, Heads of Classes
(HOCs), students’ religious leaders and leaders of various registered students’
associations on the need for students’ to avoid social vices were organised.
A ‘’Freshers’ Forum’’ for new intakes was organised.
Counselling sessions for students found to be involved in indecent acts were
organised.
The Christian & Muslim communities also use some part of their special programmes
- ‘LASPOTECH on her knees’ and ‘DAWAH Week’ respectively to sermonize against
social vices.
Campaign materials discouraging students from embarking on social vices were
placed in strategic locations within the campus to ensure effective dissemination
and communication.
Various sporting and recreational activities were organised to promote students’
participation.
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Organized sporting activities and events which recorded large number of students’
participation.
Organized scholastic programmes to promote learning among students.
Printed and distributed student handbooks to all new students, stating all academic
information, rules and regulation with regards to conduct on campus
Sensitized students through billboards on the evils of cultism, drug abuse and
examination malpractice.
Orientation programmes and counselling services for new and old students.
International Exchange Programmes for both staff and students with Universities
outside Nigeria e.g. University of Madison, USA, University of Georgia Atlanta,
USA and University of Manchester, UK
A review of Students Handbook with strong emphasis on disciplinary procedures
and conditions for meeting academic standards.
The activities carried out in Y2013 to strengthen institution’s financial base and
strengthening Alumni Associations in other to reduce dependence on government for
funding included the following:
In LASPOTECH:
A one-day skills acquisition training programme was organised for students,
exposing them to various skills that can make them job creators rather than job
seekers. The programme focused on training for Part-Time programme, in fashion
design, plumbing, leather–works (belt and wallet production), Nylon production, and
production of House-hold products such as soap, bleach, cream/petroleum jelly,
antiseptics, e.t.c.
There was Training of Trainers (lecturers) of Entrepreneurship Education
Development (EED) programme with a view to updating the knowledge of the
trainers/lecturers and equipping them and their students with the requisite skills
for economic empowerment and wealth creation.
Four (4) newly refurbished and equipped laboratories were donated by the National
Board for Technical Education (NBTE) to the Mechanical Engineering and Electrical
Engineering departments. These laboratories are already being put to use for
research and training activities.
The refurbished Alumni Association’s building in the Ikorodu campus was
commissioned. This building was constructed to encourage alumni participation in
the administration of the school.
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MOCPED:
Secured affiliation with Institute of Commercial Management, U.K., for various
courses on Commercial Management.
Carried out a sensitization drive for admission in the 20 Local Government
Councils and the 37 Local Council Development Areas (LCDA) in the State, as well
in neighbouring States.
Embarked on visitation to several secondary schools in the State during which the
students were sensitized on the importance of being career-oriented, and
informed about the opportunities available to them for studying at Michael
Otedola College of Primary Education.
In AOCOED,
The Alumni Association partnered with the College in fund raising activities.
Academic programmes were expanded to accommodate more part-time
programmes.
Fees for degree programmes were marginally increased to reflect prevailing
economic realities with a view to improving the college IGR.
In LASU,
Two Lecture theatres were provided for the Faculty of Law
A 3-in-1 Lecture Theatre was refurbished.
Construction of Management Sciences Building, Senate Building, Students’
Arcade, Science Complex and Library complex are ongoing.
LASPOTECH secured a special intervention fund from TETFund for the construction of a
700-seater Auditorium for the School of Management and Business Studies (SM&BS) and
commenced construction work on another 700-seater Auditorium for the School of
Agriculture.
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To improve the quality of instructional and professional competences of academic and non-
academic staff and ensure that formal training provided by tertiary institutions is
relevant to the needs of the individual, industry and society, the following were carried
out:
In LASU:
During the year, the Institution, in conjunction with TETFund, sponsored a number
of academic and non-academic staff for further studies including National and
International Conferences and Seminars.
An Entrepreneurial Course was introduced to enable the students become self -
reliant.
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In MOCPED:
In AOCOED:
An in-house Workshop was organised for academic staff to enhance their capacity
to handle the new “Specialist NCE Teachers Curriculum Framework” developed by
the National Commission for Colleges of Education (NCCE).
Job Audit was carried out on both Academic and non teaching staff for the
purposes of job improvement.
Additional Academic and Non-teaching staff benefited from the TETFund and
College-sponsored Staff Development and Training Programmes in tertiary
institutions within and outside Nigeria for Postgraduate Studies.
Staff were sponsored to attend National and International conferences.
To increase the level of intakes and increase access for Lagos State indigenes in particular
and residents in general:
In LASPOTECH;
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Y2013 Annual Education Sector Performance Report
In MOCPED:
In AOCOED:
3.1.6 Goal 6: Eradicate Illiteracy and Improve Reading Culture in Lagos State
As part of its efforts to provide educational opportunities for non-literate adults, youth
and out-of-school children, the Agency for Mass Education (AME) carried out the
following activities:
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Y2013 Annual Education Sector Performance Report
Learning and teaching materials were distributed to 132 Adult Literacy Centres of
the Agency.
The Annual Adult Literacy quiz competition was conducted for adult learners in the
State.
One hundred and thirty eight (138) facilitators/instructors at the various centres
of the Agency were paid 5,000 naira stipend across the State on quarterly basis.
Strong collaboration between the Agency and the LGAs Education Departments was
promoted to secure support for Adult Literacy Programme.
The Agency for the first time, presented 265 Continuing Education candidates for
the Nov. /Dec. WASSCE (Private) External Examination.
Goal 1 Expand and improve comprehensive early childhood care and the
management of challenges in children.
Figure 3.2.1 illustrates ECCDE enrolment in public schools and also the proportion of girls
to boys enrolment. The figure shows that total enrolment at ECCDE level increased by
21.7% from 45,747 in Y2012 to 55,674 in Y2013. It is worthy to note that both male and
female enrolment increased by 24.6% and 19.9% respectively in Y2013.
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Tables 3.2.1 and 3.2.2 show the enrolment of special need children in Public Primary, Junior
and Senior secondary schools by levels and type of disabilities.
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Goal 2: Make Basic Education accessible, free and compulsory to all children of
school age in a conducive environment for self-reliance.
Figure 3.2.2 illustrates Public Primary School enrolment and also the proportion of girls’
enrolment to boys. The figure shows that there is a sharp decrease in total enrolment at
Public Primary Schools level by 20% from 500,618 in Y2012 to 400, 277 in Y2013. The
decrease could be attributed to reasons such as relocation of parents to new development
areas where there are no public schools; stricter and controlled students transfer policy.
Figure 3.2.3 shows a significant and steady decrease in Junior Secondary enrolment for
both male and female students from Y2011 to Y2013. Total enrolment decreased by 7.8%
from 329,395 in Y2012 to 303,659 in Y2013. The drop in enrolment at the Public JSS may
be due to the introduction of Placement Test and the standard set for the attainment of
50% in Mathematics and English Language and 50% average overall score in the test as
requirements for placement.
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Figure 3.2.3: Public Junior Secondary Schools Enrolment from 2011 - 2013
Source: Lagos State Annual Schools Census 2011, 2012, 2013
Table 3.2.2 shows significant increase in the total number of classrooms provided in Y2012
and Y2013. This is reflected across primary and junior secondary schools. However, while
the percentage of Classrooms in Need of Major Repairs for primary school level reduced
from 30.1% in Y2012 to 19% in Y2013, the same could not be said for the JSS level where
a negative leap from 11.5% to 17% in Y2013 was noticed.
Table 3.2.3: Number and Percentage of Primary and JSS Classrooms In Need of
Major Repairs and Without Adequate Seating
An improvement in the adequacy of classrooms seating at the primary school level was
noticed with a decrease in the percentage from 45.5% in Y2012 to 32.5% in Y2013,
whereas there was an increase in the percentage of classrooms at the junior secondary
school level with inadequate seating from 27.9% in Y2012 to 80.6% in Y2013.
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Table 3.2.4: Number and Percentage of Public Primary and JSS schools with Safe
Water Supply and Sanitation
Level Total No. Schools with no Schools with no Pupils per
of Schools source of safe water toilet toilet
Number % Number % Number
The percentage of schools without safe water in the primary was 40.8% and 20.6% at the
junior secondary level. It was also discovered that 30% and 12.5% of the primary and
junior secondary schools respectively were without toilets. Nevertheless, the number of
pupils/students per toilet was still high; 73:1 and 130:1 at the primary and JSS
respectively.
Goal 3 Make Senior Secondary School Education accessible, relevant, practical and
goal oriented in a conducive environment in Lagos State.
Figure 3.2.4 and Table 3.2.5 show that there was a decrease in enrolment from Y2012 to
Y2013. Percentage of decrease from Y2012 to Y2013 was 6%. It should be noted that
Student-teacher ratio significantly improved from 26:1 in Y2012 to 17:1 in Y2013. The
noticed decrease in enrolment could have been due to stricter and controlled student
transfer policy. The significant improvements in the student/teacher ratio could be
attributed to recruitment and replacement of teachers at this level
Table 3.2.5: Enrolment of Students and Teachers Ratio at the Public Senior
Secondary School from Y2011 to Y2013
Public Senior Secondary Schools Enrolment STR
No of Total Number
Year Male Female Total STR
Schools of Teachers
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Figure 3.2.4: Public Senior Secondary Schools Enrolment from 2011 – 2013
Source: Lagos State Annual Schools Census 2011, 2012& 2013
The reasons for improvement in the students’ performance in WASSCE over the years could
be attributed to the continuity of the following reforms in the Sector:
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Goal 4 Provide training and impart necessary skills to individuals who shall be self-
reliant economically.
Table 3.2.9 revealed that female enrolment is less than half in GVESTP and
SLMATP.
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Goal 5: Produce world class professionals and entrepreneurs that will provide
leadership and sustain national economic growth in relevant fields.
AOCOED
A total of Thirty (30) academic programmes were granted full accreditation status
in the Y2013. The total IGR for the college in Y2013 is Nine hundred and thirty
three million, four hundred and twenty nine thousand, four hundred and eight
(N933, 429,408) naira.
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Table 3.10 highlights the graduate output in AOCOED for 2013. Of 1109 who
enrolled for final examinations, 548 (50%) graduated, of whom 134 (24%) are
Lagos indigenes
MOCPED
- - - 77 147 224 28 54 82
LASPOTECH
LASU
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Table 3.2.18 shows the enrolment figures continued to increase from Y2011 to Y2013. The
same is applicable to completion figures.
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Y2013 Annual Education Sector Performance Report
The Annual School Census was carried out in public schools while the exercise could not be
conducted in private schools for the third year running due to paucity of funds. Therefore,
the Gross Enrolment Rate for each level of education in the State could not be adequately
determined in the year under review without information on private schools and accurate
data/information on the total population numbers.
The following table presents trends of selected indicators to inform relevant
interventions at the primary, junior secondary and senior secondary levels respectively.
Teacher-pupil ratio in Public Primary Schools decreased marginally from ratio 1:40 in
Y2011/12 to 1:31 in Y2013/14 while pupil – qualified teacher ratio increased from 1:31 in
Y2011/12 to 1:36 in Y2013/14. These ratios are still within the recommended ratio of 1:45
for the State.
In the Junior Secondary School, teacher - student ratio decreased from 1:32 in
Y2011/2012 to 1:29 in Y2013/14 while student – qualified teacher similarly decreased from
1:36 to 1:34, in the Senior Secondary Schools, the student – teacher ratio reduced from
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Y2013 Annual Education Sector Performance Report
1:28 in Y2011/12 to 1:17 in Y2013/14, while pupil – qualified teacher ratio also decreased
in the same period.
The decrease in the ratio in the Junior Secondary and Senior Secondary Schools
respectively was probably due to the recruitment of teachers carried out at the various
Education Districts in the State during the period under review.
Statistics also shows consistent improvement in girl – child enrolment over that of the
boys across all the levels in the State in the last five years. A drop in enrolment may be
due to the adherence of heads of schools to the warnings against data falsification issued
by the Honourable Commissioner for Education during the Flag Off ceremony of the
Y2013/14 School Census. Student achievement in WASSCE has steadily improved from
2011 to 2013. This was in response to Government crave to improve and sustain
performance in WASSCE due to the abysmal students performance of 2011.
This positive trend is attributable to the continuity of several reforms in the Sector
especially as they pertain to the enforcement of a minimum pass mark before promotion to
SS3, strategies for increasing attendance, increased participation of parents at school
level and strengthened competence of teachers and improved funding for infrastructural
development/facility provision.
1. Total enrolment at ECCDE level increased by 21.7% from 45,747 in Y2012 to 55,674 in
2013. This substantial growth may be attributed to sustained advocacy and
sensitization and improvement in facilities for ECCDE including specialised trainings
for teachers during the year. It is therefore recommended that these efforts should
be intensified.
3. Total enrolment in public primary schools shows a significant 25% decrease from
500,618 in Y2012 to 400,277 in Y2013. At the Public JSS level, there was an 8% drop
in enrolment from 329,395 in Y2012 to 303,659 in Y2013. There is therefore the
need to investigate this with a view to finding the reason(s) for this drop. However,
Male and Female enrolment in both Public Primary and Junior Secondary School shows
relative parity, which represents a positive development for the education of girls.
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Y2013 Annual Education Sector Performance Report
significantly greater than male enrolment. There is therefore the need to investigate
this with a view to finding the reason(s) for this drop, whilst continuing to encourage
girls to embrace senior secondary education.
5. The Gross Enrolment Rate (GER) and the Net Enrolment Rate (NER) could not be
accurately calculated due to the inability to include Private Schools in the conduct of
the ASC for 3 years running. It must be understood that no proper planning is possible
without complete and adequate data. It is strongly recommended that urgent action be
taken for the inclusion of Private Schools in the Annual Schools Census.
6. The results of Y2013 NABTEB examination show that only 12.34% of candidates
passed with 5 credits including English, Mathematics, two trade related and one core
subjects. This is a setback when compared to Y2012 where 15% of candidates passed.
The cause(s) for the decline requires investigation.
7. Monitoring and Evaluation (M&E) Units have been established at the Ministry of
Education (MOE) and the State Universal Basic Education Board (SUBEB). M&E Desk
Officers have also been appointed at the 20 LGEAs, but there is the need to establish
the M&E unit at the (six Districts, LASTVEB and OSAE).
10. The need to compile credible and reliable data for planning cannot be overemphasised.
Issues raised around the existence of a significant number of Out-of-School Children
in Lagos State should be systematically investigated. Financial provision should be
made for the conduct of a State-wide survey of Out-of-School Children.
11. Efforts should be made to synergise the activities of Project Unit of MoE and other
relevant Agencies such as SCRPS, LMDGP, OFMM, EKO Project, SUBEB, LGAs, e.t.c in
carrying out project activities to avoid observed duplication of efforts.
12. To ensure compliance with the Special People’s Law (2011), financial provision should be
made for the recruitment and training of special education teachers with necessary
arrangements made for the provision of instructional materials, media and physical
facilities to ensure unhindered access to education for all.
13. There is the need to comprehensively evaluate the Free Mid-day Meal Policy of the
State Government with a view to ascertaining its actual impact on student attendance,
motivation, wellbeing and learning.
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14. The Educational Management and Information System (EMIS) Unit at the MoE,
Districts, SUBEB and LGEAs should be strengthened by the deployment of
professionally qualified staff and provision of facilities to ensure effectiveness.
15. Employment and posting of all categories of special education teachers to all inclusive
units must be given utmost priority. All categories of special education teachers must
be available in all units, with at least 2 in every area of special needs. The deployment
should be based on the available population and class level.
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Y2013 Annual Education Sector Performance Report
Chapter 4
The Education Sector is being financed principally by the State Government allocations to
meet recurrent and capital expenditures. Other sources of funds include Universal Basic
Education Commission Intervention Fund (UBEC-IF), Tertiary Education Trust Fund
(TETFund), Millennium Development Goals (MDGs) and the Local Government Areas (LGAs).
The UBEC fund is for infrastructure, instructional materials, Teachers’ Professional
Development, and self-help projects at the Basic Education level. The funding is split
among pre-primary (5%), primary (60%) and junior secondary education (35%). Statutorily,
UBEC requires that the Sector must allocate 70% to infrastructure, 15% to textbooks and
working materials and 15% to Teachers’ Professional Development. The Local Government
Areas (LGAs) contribute to funding through payment of primary school teachers’ salaries
and other capital commitments. Table 4.1 shows trends in funding and expenditure for the
last three years – 2011, 2012 and 2013.
201 64, 934 71.5 872 1.0 23, 26.7 719 0.8
1 656
201 72, 173 75.5 1,176 1.2 21, 804 22.9 411 0.4
2
201 65, 944 72.8 1,030 1.1 23,228 25.7 354 0.4
3
Sources: Y2012 Abridged Annual Budget LASG MEPB; UBEC, TETFund, ESSPIN etc
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Figure 4.1: Allocations to the Education Sector by Sources (in Million Naira)
Sources: Y2012 Abridged Annual Budget LASG MEPB; UBEC, TETFund, ESSPIN etc
Figure 4.2: Percentage Allocations to the Education Sector by Sources (in Million
Naira)
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Table 4.2: Recurrent and capital expenditures by type and level (in million Naira -
excluding UBEC, TETFund and LGA allocations), Y2013
Table 4.2 shows how the Y2012 budget allocation to the Sector was distributed to run its
programmes. Allocation to the Education Sector from the State is to meet recurrent and
capital expenditures. Noting the fact that recurrent and capital expenditure trends in
Y2012 presented in Table 4.2 exclude interventions from the UBEC-IF, TETFund and LGA,
it could be observed that secondary education including Technical and Vocational
Education, had the largest share (64%) of the allocation. When compared with Y2011
allocations, it is a reflection of a similar trend.
Table 4.3 shows trends in Lagos State total expenditure against expenditure on education
for the years 2011-2013 excluding other sources such as federal allocation through UBEC,
TETFund and share of Local Government financing of primary school teachers’ salaries.
Table 4.3: Lagos State Total Expenditure and Expenditure on the Education Sector
(in million Naira)
The share of total State recurrent and capital expenditure was 23% and 5%
respectively.
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Figure 4.3: Recurrent and Capital Sectoral Allocation Vs Actual for Y2013
Table 4.4 presents the actual expenditure against the approved budget for Y2013.
An increase in both the actual recurrent and capital fund (vote) releases was
noticed in the Year 2013. This is a reflection of significant increase in the actual
funds to the Education Sector compared to actual of Y2013. A significant
improvement (91.4%) was therefore noticed in the budget performance of Y2013.
Fig. 4.1 further illustrates this deduction.
To achieve the policy of Education for All (EFA), the State Government, through the
Education Sector, is in partnership with International Development Partners (IDPs) such
as United Nations Educational Scientific and Cultural Organisation (UNESCO), United
Nations International Children Education Fund, (UNICEF), United Nations Fund for
Population Activities (UNFPA), Education Sector Support Programme in Nigeria (ESSPIN),
The World Bank. Faith Based Organisations and Corporate bodies also assisted the
Education Sector in Y2013.
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The nature of support received from these IDPs, Faith–Based Organisations, NGOs, and
Corporate bodies has been highly beneficial and fruitful, particularly in the areas of
promoting access to education, and production of skilled manpower in the Education
Sector. The establishment of the Support Our Schools (SOS) Unit in the MoE and the
Social Mobilization Department at SUBEB and LGEAs will further enhance better
coordination of the various activities geared towards supporting the Sector by these
donors. The list of donor agencies supporting the Education Sector in the State is however
not exhaustive.
Accessing information with regards to other sources of funding apart from State
Government and specific interventions (UBEC-IF, ESSPIN, TETFund) has continued to be
relatively challenging in the Education Sector. It is recommended that conscious effort is
made by all Departments, Agencies and interventions to ensure prompt and timely sharing
of information on all sources of funding and corresponding activities especially with the
M&E Unit of the Ministry.
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Y2013 Annual Education Sector Performance Report
Chapter 5
The Education Sector has put in place different training programmes to develop
human capacity to achieve the set goals.
The project completion period of the EKO Project which is responsible for building
institutional and organisational capacity of the Education Sector was extended by
2 years to ensure its sustainability. The project will now be concluded in 2016.
SMoE, SUBEB and LGAs continued to benefit from the technical support of
ESSPIN in capacity building of teaching and non-teaching staff. The School
Improvement programme at the Primary School level was further scaled up from
600 to cover the remaining 404 primary schools. Teachers in Primary 1-3 and their
head teachers were trained in school governance, literacy and numeracy related
subjects. TEPO also trained 2,314 Secondary School teachers in all the six
Education Districts on various competency and enhancing skills.
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Chapter 6
In Phase 3 schools, 64% of class teachers were able to deliver competent lessons
while 86% of the Head teachers observed lessons and gave effective feedback.
Lagos State SBMCs are working in partnership with State and school authorities to
improve the quality of education for all children in the State. The estimated cost
of SBMCs’ support to schools in Lagos State, between January and December 2013
was N271, 209,890.00 (Source: SBMC Report, 4th Quarter, 2013).
Sixty four (64) Quality Assurance Evaluators and Seven (7) Monitoring and
Evaluation Officers from SMoE were trained by ESSPIN in the Y2013. The
technical support and logistics provided by ESSPIN actually facilitated the
successful running of these programmes.
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TEPO also organised structured training programmes for three thousand, three
hundred and eighty four (3,384) school staff including principals, vice-principals
and classroom teachers, in tandem with current effective teaching and school
management strategies.
In Y2013, the capacity building effort of the MDAs was found to have improved
with a resultant effect on teachers’ quality, in instructional delivery, school
governance, learners’ academic performance and monitoring skills of QA Officers.
Despite this noticed improvement, there is still the need to intensify capacity
development efforts of the government for more stakeholders in the Education
Sector.
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Chapter 7
The Y2013 AESP review exercise provided opportunity for key stakeholders in the
Education Sector to assess how well they fared in the reporting period. Specifically, while
a number of achievements have been recorded, some gaps that need to be addressed have
also been identified. A conscious link between the desire to attend to or close these gaps
will go a long way in the improvement of the policy making business of the Sector and
consequently improve the strategies to be considered for driving the policies. To achieve
this, key recommendations are made.
Capturing of private school data in the ASC should be made an urgent priority so as
to put to rest the contentious issue of the actual population of Out–of–School
children in the State. The Local Government Education Authorities and Education
Districts could be made to collaborate with the Ministry of Education on this issue.
Observations from activities carried out under Goal 1 in recent years shows that
challenges in children was neglected. In order to properly attend to this important
aspect, it is recommended that the stand –alone Sector goal or additional
objectives are incorporated into the existing goal to address this.
There is the need for the establishment and strengthening of functional EMIS
Units in all the MDAs in the Education Sector for effectiveness of planning and
policy implementation. This should involve the procurement of appropriate
equipment, training of personnel and creation of such units where they are
currently non-existent.
In addition, the following recommendations will help improve education service delivery in
the State:-
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It was also observed that accessing information with regards to other sources of funding
apart from State Government and specific interventions (UBEC-IF, ESSPIN, TETFund,
e.t.c.) has always been relatively challenging in the Education Sector. It is recommended
that conscious effort be made by all Departments, Agencies and interventions to ensure
prompt and timely sharing of information on all sources of funding and corresponding
activities especially with the M&E Unit of the Ministry.
Government would need to equally intensify its publicity drive to attract more interest and
increase the commitment of the Private Sector towards infrastructure and facilities
support in the Education Sector.
In order to attain the goals of the Sector within the State Development Plan, the Medium-
Term Budget can be adjusted to accommodate the following:
Goal 1: ECCDE –To ensure compliance with the Special People’s Law (2011), provision
should be made for the recruitment and training of special teachers with necessary
arrangements made for the provision of instructional materials and physical facilities to
ensure unhindered access to education.
Goal 2: Basic Education – In order to ensure access to basic education for all school age
children, the need to conduct a state-wide survey of Out-of-School children is again being
emphasised. There is also the need to review Mid-day Meal policy to cover more pupils in
the State, extend water and sanitation projects to schools in rural and disadvantaged
communities. Schools that do not have sufficient furniture and adequate toilet facilities
for pupils should be provided for as a matter of priority. A ratio of forty pupils to one
toilet (40:1) is recommended. The State Government will need to intensify her effort in
the provision of safe water supply in schools as this will increase enrolment rate and
reduce the likely spread of epidemic.
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Goal 4: Technical and Vocational Education – There is the need to increase the
subvention to technical colleges and engagement of more specialised teachers to handle
the new industrial curriculum
Goal 6: Adult and Mass Literacy – To further reduce illiteracy rate, more Continuous
Education Centres should be established, well equipped and more people sensitized to enrol
for the literacy programmes.
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Review the laws establishing SUBEB and the Education Districts so as to avoid
overlap of their functions, particularly on the issues concerning teachers’
recruitment, transfer, discipline, promotion and payment of salaries at JSS level.
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Gross Enrolment Rate Lagos Bureau of Statistics; (Total number of children enrolled at
Expand and Improve Comprehensive
Annual School Census ECCDE level - private and
early childhood care and the
public/Population of 0-5 year old) x
management of challenges in children
100
Gross Enrolment Rate Lagos Bureau of Statistics; (Total number of children enrolled at
Annual School Census primary school level - private and
public/Population of 6-11 year old) x
Make basic education accessible, 100
free and compulsory to all children Pupil-Classroom Ratio (Total number of children enrolled at
of school age in a conducive JSS school level - private and
environment for self reliance, public/Population of 12-14 year old) x
economic and social stability 100
Pupil-Toilet Ratio Total number of children enrolled
/number of available water system
toilet.
Make senior secondary school Gross Enrolment Rate Lagos Bureau of Statistics; (Total number of children enrolled at
education accessible, relevant, Annual school census SSS level - private and
practical and goal oriented in a public/Population of 15-17 year old) x
conducive environment in Lagos state 100
WASSCE enrolment figure per year Basic education services Figures extracted from documents
Number of persons passing with Basic education services Figures extracted from documents
minimum credit in WASSCE per year
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Total number of students that Digest of Statistics 2012 Figures extracted from documents
Provide training and impart graduate from Lagos State
necessary skills to individuals who institutions per year and proportion of
shall be self reliant economically persons that graduated from TVE in
that year
Provide training and impart Total number of persons that applied Digest of Statistics 2011 Figures extracted from documents
necessary skills to individuals who for admission into Lagos state
shall be self reliant economically Institutions per year and proportion
of persons that applied to TVE for
that year
Total number of students graduating Digest of Statistics 2012 Figures extracted from documents
from tertiary institutions in Lagos
State per year (school session)
Number of students graduating from Digest of Statistics 2012 Figures extracted from documents
the professional courses per year
Lagos Bureau of Statistics Figures extracted from documents
2012
Provide education for all adults and Projected population of adults in Lagos Lagos Bureau of Statistics.
non-completers of formal education state (male and female 2012, Household Survey Figures extracted from documents
through acquisition of literacy,
numeracy, vocational and social
competencies in collaboration with Population of literate adults (male and Lagos Bureau of Statistics.
global partnership female)) 2012, Household Survey, 2011 Figures extracted from documents
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G o a l / O b j e c t i v e KPIs Data/information Source(s) of Frequenc Data Baseline Targets/ Milestones
required to measure Data y of Available Figure
KPI data
Transition Number of persons Annual school collection
Annually Yes M- 57,287
Rate (male & female) census F- 58,403
graduating from primary
school per session
(Public and private
schools)
JSS 1 enrolment figure Annual Annually Yes 551,206
per session (public and school census
private schools)
Pupil-Classroom Percentage of classroom Annual school Annually Yes (Public
Ratio needing repairs census Primary)
Pupil –
Classroom –
1:57
Percentage of (Public
classrooms with JSS) Pupil –
adequate seating Classroom –
1; 101
Pupil-Toilet Percentage of schools Annual school Annually Yes (Public
ratio with safe water and census Primary)
school with toilets. Pupil –
Toilet ratio
– 1:100
(Public
JSS) Pupil –
Toilet ratio
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Y2013 Annual Education Sector Performance Report
G o a l / O b j e c t i v e KPIs Data/information Source(s) of Frequenc Data Baseline Targets/ Milestones
required to measure Data y of Available Figure
KPI data
collection – 1:131
Make senior secondary Proportion of WASSCE enrolment Basic Annually Yes 44,950 2.5 3 3.5
school education accessible, SSS students figure per year education
relevant, practical and goal making minimum services
oriented in a conducive qualification.
environment in Lagos state (five credits
including Maths
and English)
Number of persons Basic Annually Yes 17,323
passing with minimum education
credit in WASSCE per services
year
Produce world class Proportion of Total number of Digest of Annually Y e s ???
professionals and students students graduating Statistics
entrepreneurs that will graduating from tertiary 2011
provide leadership and from institutions in Lagos
sustain national economic professional State per year (school
growth in relevant field courses in session)
tertiary
institutions in
Lagos State
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G o a l / O b j e c t i v e KPIs Data/information Source(s) of Frequenc Data Baseline Targets/ Milestones
required to measure Data y of Available Figure
KPI data
Provide training and impart Percentage of Total number of persons Digest of collection
Annually Yes Nos of 80 80 80
necessary skills to people seeking that applied for Statistics applicants –
individuals who shall be self admission and admission into Lagos 2011 3,223
reliant economically graduating state Technical colleges Proportion
from TVEs per year and proportion offered
institutions in of candidates offered admission –
Lagos State admission for that year 60%
Total number of Digest of Annually Yes ???
students that graduate Statistics
from Lagos State 2011
Technical colleges per
year
Provide education for all Projected population of Lagos Bureau of Statistics Annually Y e s ??? 3 3.5 4
adults and non-completers adults in Lagos state
of formal education through (male and female)
acquisition of literacy, Adult Literacy
Population of literate Lagos Bureau Annually Yes ???
numeracy, vocational and Rate
adults (male and female) of Statistics.
social competencies in
Household
collaboration with global
Survey 2011
partnership
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Ajeromi/Ifelodun 47,841 52,246 100,026 22,394 26,131 48,483 22,330 24,668 46,969
Alimosho 88,210 98,907 186,820 41,291 49,469 90,552 41,174 46,699 87,723
Amuwo Odofin 22,798 23,664 46,520 10,672 11,836 22,549 10,642 11,173 21,844
Apapa 16,238 15,398 31,781 7,601 7,701 15,405 7,580 7,270 14,923
Badagry 16,465 18,870 35,251 7,708 9,438 17,086 7,686 8,909 16,553
Epe 12,373 14,217 26,524 5,793 7,110 12,857 5,776 6,713 12,454
Eti Osa 21,785 20,054 42,078 10,198 10,030 20,395 10,169 9,469 19,758
Ibeju Lekki 8,087 9,121 17,178 3,785 4,561 8,326 3,774 4,307 8,065
Ifako/Ijaye 29,744 32,885 62,562 13,923 16,447 30,323 13,884 15,527 29,377
Ikeja 22,985 22,664 45,794 10,759 11,336 22,196 10,729 10,701 21,503
Ikorodu 37,020 41,412 78,315 17,329 20,713 37,960 17,280 19,553 36,773
Kosofe 47,553 49,633 97,290 22,259 24,825 47,157 22,196 23,435 45,683
Lagos Island 14,676 15,960 30,623 6,869 7,982 14,843 6,850 7,536 14,379
Lagos Mainland 22,568 23,860 46,455 10,564 11,934 22,517 10,534 11,266 21,814
Mushin 44,576 47,987 92,555 20,866 24,001 44,862 20,806 22,657 43,460
Ojo 42,117 45,335 87,447 19,715 22,674 42,386 19,659 21,405 41,061
Oshodi/Isolo 43,702 47,188 90,873 20,457 23,602 44,046 20,399 22,280 42,670
Shomolu 28,203 30,703 58,877 13,202 15,357 28,537 13,165 14,496 27,646
Surulere 35,484 38,210 73,688 16,610 19,111 35,717 16,563 18,040 34,602
TOTAL 635,366 682,541 1,317,906 297,412 341,380 638,792 296,573 322,265 618,836
Source: Priority Table Volume IV by National Population Commission
Sprague multipliers were used to transform the age-group population figures into single-year
population figures. These were then regrouped according to official Nigerian age groupings
by education level: 3-5 years for pre-primary education, 6-11 years for primary education,
12-14 years for junior secondary education and 15-17 years for senior secondary education.
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Y2013 Annual Education Sector Performance Report
(B) Population projections by LGA based on Lagos State Y2006 Population Figures
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