Corporate plan - Kaduna State Government

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KadunaStateGovernment

CorporatePlan

MinistryofEducationScienceandTechnology

March2019

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ContentsACRONYMSANDGLOSSARYOFTERMS.........................................................................................................5SECTIONONE:BACKGROUND........................................................................................................................6

1.1 1.1OBJECTIVES.........................................................................................................................................61.2 1.2APPROACHANDMETHOD......................................................................................................................7

SECTIONTWO:CORPORATEPLAN.................................................................................................................8SECTIONTHREE:MANDATEANDCOREFUNCTIONS.......................................................................................9SECTIONFOUR:VISION,MISSIONSTATEMENTANDCOREVALUES..............................................................11

1.3 4.1VISION..........................................................................................................................................111.4 4.3MISSIONSTATEMENT.......................................................................................................................111.5 4.2COREVALUES.................................................................................................................................111.1...................................................................................................................................................................11

SECTIONFIVE:ORGANISATIONALCAPABILITYASSESSMENT(PESTEL/SWOTANALYSIS)...............................12SECTIONSIX:LONG–TERMGOALS,MEDUIM–TERMOBJECTIVESANDSTRATEGIES...................................15SECTIONSEVEN:FUNCTIONALANDPROCESSREVIEW.................................................................................18

1.6 7.1FUNCTIONALREVIEW..........................................................................................................................181.7 7.2PROCESSREVIEWOFKEYPROCESSESOFMOEST...............................................................................20

SECTIONEIGHT:STRUCTURALREVIEW........................................................................................................221.8 8.1MOESTORGANISATIONALSTRUCTURE..................................................................................................231.9 8.2KSQAAORGANISATIONALSTRUCTURE..................................................................................................281.10 8.3TEACHERS’SERVICEBOARD(TSB)ORGANISATIONALSTRUCTURE...............................................................311.11 8.4KADUNASTATESCHOLARSHIPANDLOANBOARD(KSSLB)ORGANISATIONALSTRUCTURE...............................311.12 8.5KADUNASTATELIBRARYBOARD(KSLB).................................................................................................32

SECTIONNINE:ESTABLISHMENTPLAN........................................................................................................331.13 9.1ANALYSISOFESTABLISHMENTPLANFORMOEST....................................................................................391.14 9.2ANALYSISOFESTABLISHMENTPOSTSINKSSQAA....................................................................................40

SECTIONTEN:WORKFORCEPLAN................................................................................................................411.15 10.1SUMMARYOFANALYSISOFWORKFORCEPLANFORMOEST.....................................................................411.16 10.2SKILLSVARIANCEANALYSIS–TSB.......................................................................................................491.17 10.3SKILLSVARIANCEANALYSIS–SCHOLARSHIPANDLOANSBOARD(KSSLB)....................................................511.18 10.4SKILLSVARIANCEANALYSIS–LIBRARYBOARD(KSLB)............................................................................531.19 10.5GENDERANALYSIS............................................................................................................................53

SECTIONELEVEN:REPLACEMENTPLAN.......................................................................................................541.20 11.1ANALYSISOFTHECURRENTVACANCIESINMOEST.................................................................................541.21 11.2ANALYSISOFFUTUREVACANCIESINMOEST.........................................................................................541.22 11.3GENDERBASEDANALYSISINTHECURRENTANDFUTUREVACANCIESINMOEST...........................................561.23 11.4ANALYSISOFTHECURRENTVACANCIESINKSSQAA................................................................................561.24 11.5ANALYSISOFTHEFUTUREVACANCIESINKSSQAA..................................................................................581.25 11.6GENDERANALYSISINTHECURRENTANDFUTUREVACANCIESINKSSQAA...................................................58

SECTIONTWELVE:PERFORMANCEMANAGEMENTFREAMEWORK..............................................................59SECTIONTHIRTEEN:SERVICECHARTER........................................................................................................63ANNEXI:REPLACEMENTPLAN.....................................................................................................................67

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Figure 1: Kaduna state map ............................................................................................................... 6Figure 2: Corporate plan framework ................................................................................................ 8Figure 3: Schools quality assurance process ................................................................................... 21Figure 4: Private school registration process .................................................................................. 21Figure 5: Professional training and retraining of evaluators - process .......................................... 21Figure 6: Current Organisational Structure for Kaduna State Education Sector .......................... 22Figure 7: MOEST Revised Organisational structure ...................................................................... 23Figure 8: KSSQAA Revised Organisational Structure .................................................................... 28Figure 9: TSB Revised Organisational Structure ............................................................................ 31Figure 10: KSSLB Revised Organisational Structure ..................................................................... 31Figure 11: KSLB Revised Organisational structure ......................................................................... 32Figure 12: Establishment plan summary ........................................................................................ 33Figure 13: Comparative analysis of Trend of staff turnover ........................................................... 55Table 1: Aligning Mandates, Functions and Responsibilities ........................................................... 9Table 2: Organisational Capability Assessment ............................................................................. 12Table 3: MOEST Strategic Plan ....................................................................................................... 15Table 4: Functional Review ............................................................................................................. 18Table 5: Establishment Plan; department based analysis .............................................................. 33Table 6: Summary Establishment plan MOEST ............................................................................. 34Table 7: Summary Establishment Plan KSSQAA ........................................................................... 36Table 8: Summary Establishment Plan TSB ................................................................................... 37Table 9: Summary Establishment Plan KSSLB .............................................................................. 37Table 10: Summary Establishment Plan KSLB ............................................................................... 38Table 11: Summary Staff Turnover rate .......................................................................................... 54Table 12: Analysis of future vacancies ............................................................................................ 55Table 13: Staff turnover by gender .................................................................................................. 56Table 14: analysis of current vacancies in kssqaa ........................................................................... 56Table 15: analysis of future vacancies in kssqaa ............................................................................. 58Table 16: Gender based analysis for kssqaa .................................................................................... 58Table 17: Performance Management Framework for moest .......................................................... 59Table 18: Service Charter: MOEST ................................................................................................. 63

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Acronyms and Glossary of Terms

CBMCs Community Based Management Committees CBOs Community Based Organisations DFID/PERL Department for International Development Partnership to Engage Reform

and Learn EMIS Education Management Information System ERD Education Resource Department FCT Federal Capital Territory FMoEd Federal Ministry of Education HQs Headquarters ICT Information, Communication Technology JAMB Joint Admissions and Matriculation Board JCCE Joint Consultative Council on Education KSLB Kaduna State Library Board KSSLB Kaduna State Scholarship and Loan Board KSSQAA Kaduna State School Quality Assurance Authority LGEAs Local Government Education Authorities LGs Local Governments M&E Monitoring and Evaluation MDAs Ministries, Departments and Agencies MOEST Ministry of Education, Science and Technology NCE National Council on Education NGOs/CSOs Non-Governmental Organisations/ Civil Society Organisations PESTLE Political, Economic, Social, Technological, Legal and Environment PSD Private Schools Department PTAs Parent Teacher’s Associations QAD Quality Assurance Department SDGs Sustainable Development Goals SDP State Development Plan SIP Sectoral Implementation Plan SMBCs School Management Boards and Committees SWOT- GESI

Strengths, Weaknesses, Opportunities and Threats – Gender Equality and Social Inclusion

TSB Teachers’ Service Board UBE Universal Basic Education UBEC Universal Basic Education Council

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SECTION ONE: BACKGROUND Kaduna State is one of the seven states in the North-West Geo-political zone of Nigeria. It is centrally located and serves as the gateway to most Northern states. The State was created in May 27, 1967. Kaduna State is uniquely situated to service the other Northern states and the Federal Capital Territory. Consequently, the State has become a trade centre and a major transportation hub in the country. In playing this role, it has a network of roads that links it with other parts of Nigeria. The major ones are the Kaduna – Abuja road (linking it to the Southern parts of Nigeria), the Kaduna – Zaria – Kano road, and Kaduna – Saminaka – Jos (Plateau State) road. The State has about 9,500 km of roads, consisting of about 1, 600km federal roads, 2,200km state roads and 5,700km local governments (LGs) roads. The high-speed train between federal capital city Abuja and the northern commercial capital Kaduna began operations in July 2018. Kaduna State has 4,225 public primary and 738 secondary schools. In recent times, there has been an increase in private sector participation in providing educational services in the State. As at 2014/2015, there were 1,392 private primary and secondary schools in the State. Also, with the introduction of the Universal Basic Education scheme (UBE), there is heightened demand for education by the various communities as evidenced by the establishment and management of primary schools by some communities in the State. The present administration in the State has demonstrated commitment in restructuring and repositioning the education system in the state. Since the inception of the administration, the education sector in Kaduna State has witnessed some levels of reforms and introduction of innovative educational programmes at all levels of education. Kaduna State Education Sector comprises of:

1. Ministry of Education, Science and Technology (MOEST)

2. Kaduna State Quality Assurance Authority (KSQAA) 3. Kaduna State Library Board 4. Kaduna State Scholarship and Loans Board 5. Teachers’ Service Board 6. State Universal Basic Education Board (SUBEB)

1.1 1.1 Objectives The objective of this corporate planning exercise is to ensure institutional strengthening of the agencies in our education sector so as to increase quality of service delivery and improve performance through effective and efficient structures and processes. Specific objectives of the exercise include:

Figure 1: Kaduna state map

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• To clarify the mandates and alignment of core functions of the ministry, departments and agencies (MDAs) towards effective service delivery.

• To be strategic in its operations, including being proactive in identifying and managing risk factors.

• To ensure improved organisational performance and promote inclusiveness.

1.2 1.2 Approach and Method In carrying out this exercise, participatory learning and active engagement approach was adopted involving major stakeholders in the sector. The corporate planning development process includes the following specific steps:

• Reviewed of mandates and core functions of the MDAs; • Reviewed and revised the core mandates, vision and mission statements of MOEST; • Assessed organisational capacity through PESTEL/SWOT analysis; • Developed Long-term goals, medium-term objectives and strategies, • Conducted functional and structural reviews to have optimal and responsive structures for

MOEST and KSSQAA; • Aligned mandates to functions and identified departmental responsibilities for each

function; • Revised the organisational structure; • Developed establishment plan and workforce plan; • Developed replacement plan; • Developed organisational performance management framework; • Developed service charter.

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SECTION TWO: CORPORATE PLAN Corporate Planning is “a process in which an organisation examines its objectives, strategies, functions, structures and human resources vis-à-vis its mandates to determine how to organise and apply its resources (human, financial, equipment) to achieving its objectives and meeting its service delivery standards and targets”1. The CP therefore allows an organisation to put in place the ‘golden thread’ that links every job and job holder’s performance to the Ministry’s mandate. The CP is a living document which should be reviewed every 3-5 years. The CP would enable the Ministry to understand:

• Why it exists? – Its mandate and mission • What is it meant to be doing? – Its goals and objectives • How can it best organise itself to deliver on its objectives? – Its functions, structures,

establishment, etc. • Who is required to fit the structures and deliver the public goods and services – its

workforce? The concepts and fundamental issues in the CP process were examined using the CP Framework in Figure 2 below, especially the linkages among Policy and Strategy, Public Financial Management, and Public Service Management. The need for the implementation of modern performance management systems driven by targets for employees and objectives for organisations was emphasised.

1 Corporate Planning Report 2019

Figure 2: Corporate plan framework

Vision&MissionStatementsDefine LongTermStrategic Objectives

SetMediumTermPerformanceObjectivesandServiceStandards

ClarifyMandate

ServiceCharters

PolicyReview -Governor’sAgenda

MediumTermSectorStrategy(MTSS/SIP)

CarryoutFunctional ReviewSystems& process

ReviewStructuralReview

RealignFunctionsandDepartmentalObjectives

PrepareEstablishmentPlanJobAnalysis andJob Descriptions

DevelopWorkforce PlanStaffRecruitment,Repositioning

DefineTrainingNeedsIndividual PerformanceTargets based

onJobDescriptionsAnnualEmployee

PerformanceAssessments

HRMIS

STAGES IN CORPORATE PLANNING

MDAPerformanceReviews

State DevelopmentPlanBudget

Envelopes

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SECTION THREE: MANDATE AND CORE FUNCTIONS The mandate of the ministry was last reviewed in 2011 when it was still the Ministry of Education. In 2015, the State government’s restructuring of MDAs led to the creation of the Ministry of Education, Science and Technology (MOEST) which was a merger of the Ministry of Education and the Ministry of Science and Technology. Consequently, there were implications that the mandates of both ministries should be merged. However, there has not been a formal review of mandates and functions since then, although the MOEST, through its leadership, has been maintaining the status quo regarding the functions and processes in operations. As part of the process of developing the Corporate Plan, the Ministry reviewed and revised its mandates to reflect its current status – education, science and technology - based on current government priorities. The revised mandates are: Table 1: Aligning Mandates, Functions and Responsibilities

S/N Mandate Functions Responsible Department 1 Formulate,

supervise, monitor and evaluate implementations of all educational legislations, policies and programmes in the MDAs

Formulating education policy MOEST-Public Schools & Education Planning & Projects

Supervising public schools KSSQAA – Quality Assurance; MOEST–Public Schools

Assessing, registering and monitoring of private (basic and post-basic) educational institutions in the State

KSSQAA – Private Schools

Establishing a self-evaluation and compliance system (policies, laws and guidelines) in the schools, publish annual performance ranking

KSSQAA – Quality Assurance

Monitoring, evaluating and implementing educational policies and programmes

MOEST – all departments and MDAs

Supervising of the education parastatals and agencies MOEST– Public Schools, Higher Education

Developing and maintaining quality assurance evaluation guidelines, operational guidelines and quality control for basic and post basic education in the State


Setting policies and standards for the establishment of public and School libraries

KSLB –Reader Services

Providing scholarships and loans for eligible students that obtain admission into recognised higher institutions based on the State manpower needs

KSSLB –Finance & Admin

2 Establishment, construction and maintenance of schools at all levels

Overseeing the process of establishment of public and private schools in the state

MOEST – Planning & Projects KSSQAA – Private Schools

Constructing maintaining and providing public schools’ infrastructure across the State

MOEST – Planning & Projects

Overseeing the process of procurement for public schools MOEST– Finance & Admin

3. Promotion of quality education at all levels with

Developing programmes for science, technical, vocational, innovation, research and development, as well as ICT

MOEST – Science & Technology

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emphasis on science, technical, vocational education, innovations and Information, Communication, technology (ICT)

Implementation of policies and programmes for science, technical, vocational, innovation, research and development, as well as ICT

MOEST – Science & Technology

Providing accreditation, certification and technical support for quality assurance evaluators


Implementing of quality assurance policies KSSQAA – Quality Assurance Developing harmonised schemes from national curriculum and conduct qualifying entry and other examinations in basic and post-basic schools in the State

KSSQAA – Education Resource

Provision of electronic and hard copies of literature for public schools and public libraries

MOEST– Public Schools KSLB – Readers’ Services

Establishing and managing e-libraries MOEST – Public Schools KSLB – Readers Services

4. Establishment and maintenance of education management information system (EMIS)

Establishing the Education Management Information System (EMIS)

MOEST– Planning & Projects

Continuously maintaining of EMIS MOEST– Planning & Projects

Managing and maintaining database of quality assurance evaluation records

KSSQAA – Education Resource

5 Liaise with federal agencies that are responsible for education, science and technology

Liaising with other agencies to ensure that the environment of all schools (public and private) is conducive and have adequate facilities for learning

KSSQAA – Private Schools & Quality Assurance

Liaising with Federal Scholarship Board and all relevant bodies responsible for giving aid to students in tertiary institutions

KSSLB –Administration

6. Provision of teacher professional development and welfare services

Facilitating continuous teacher professional development programmes

MOEST–Finance & Admin

Developing and implementing teachers’ welfare services MOEST–Finance & Admin

Developing orientation and routine development training/programmes for teachers

MOEST–Finance & Admin TSB – Recruitment

Recruiting, deploying, promoting and disciplining teachers

MOEST- Finance & Admin TSB – Recruitment, Promotion, Discipline

7 Provision of inclusive education for adults, non-formal literacy and individuals with special needs

Planning and implementing of special needs education MOEST– Public Schools

Controlling, monitoring and evaluating adult and non-formal, vocational and continuing education

MOEST– Mass Literacy

Promoting reading culture among the people of the state KSLB – Readers’ Services MOEST– Mass Literacy

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SECTION FOUR: VISION, MISSION STATEMENT AND CORE VALUES The vision, mission, and core value statements of the Ministry were also reviewed and revised based on global best practices in the public and private sectors and core value statements agreed as stated below:

1.3 4.1 Vision Be a model in the provision of quality and inclusive education in Nigeria

1.4 4.3 Mission Statement

To provide qualitative and equitable education to males, females and persons with special needs, through working with relevant stakeholders for the citizens to attain their full potential, moral uprightness and defend democratic ideals as well as accept and value our diversity.

1.5 4.2 Core Values In carrying out our mission, we will be guided by the following values:

• Professionalism: exhibit competence and adherence to best practices in education service delivery

• Integrity: work faithfully and transparently according to laid down rules and procedures to achieve educational objectives

• Accountability: responsiveness, probity and transparency in delivery of education services

• Teamwork: involving all stakeholders in planning and delivery of quality and inclusive education

• Equity: to be just and fair in the provision of education

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SECTION FIVE: ORGANISATIONAL CAPABILITY ASSESSMENT (PESTEL/SWOT ANALYSIS) Utilising a combination of PESTEL and SWOT analysis tools to assess the external (PESTLE) and internal capability of the ministry and its agencies, with the objective of identifying critical factors that might affect the attainment of its goals and objectives, the following table emerged. Table 2: Organisational Capability Assessment

STRENGTHS WEAKNESSES OPPORTUNITIES THREATS

POLITICAL • Well defined polices, programmes and structures

• Government is giving

all necessary support to improvement of education

• Political will and

commitment of the Government towards education

• Low capacity in the understanding of policies, programmes and activities at the LG level

• Low level of public

awareness on government education policies & programmes

• Structural defect

of some school buildings

• School feeding programme

• Free school uniform • Free tuition for girl-

child • Technical support

from Development partners

• Scholarships & loans

scheme

• Frequent policy reversals

• High turn-over of

chief executives in the sector

• Delay in releases

and cash backings of approved budgetary allocation

• Slow

implementation of programmes that may lead to non-achievement of SDG

ECONOMIC • Budget of Education well above the UNESCO benchmark of 27.5%

• Budgetary provision

and development partners support

• Improved

government revenue

• Budget implementation of the sector is low

• Fluctuation in

federal allocation to State

• Delay in releases

of allocated funds • Low internally

generated revenue in schools

• Prospect of increasing internally generated revenue

• Existence of

windows of private investments

• Counterpart funding

and development partner agencies support to education

• Dwindling National economy

• Delay in execution

of projects and programmes by contractors

• Rising level of

poverty in the State

SOCIAL • Acceptance of government policies

• Increase in

appointments of females in the sector

• Free basic and post-

basic education for females

• High rate of out of school children

• Poor social

amenities for teachers in schools most especially in the rural areas

• Involvement of communities in education

• Development

partner participation

• Stimulate the

activities of

• High classroom-pupil ratio

• Unpredictable

intermittent conflicts (insecurity)

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• Conducive socio-cultural environment

• Unity in diversity

through peaceful coexistence

• Low enlightenment about the importance of education;

• Low communication update at all levels;

• Low acceptability of govt. education policies by populace due to ignorance;

• Low school completion rate.

associations and NGOs

• Girl-child and

female teachers’ scholarship

• Availability of all

forms of media, advocacy and awareness

TECHNOLOGY • Introduction of e-learning

• Distribution of ICT

tablets in schools • Modern technology

has improved the operation in the delivery of quality education

• E-Governance.

• Insufficient number of ICT tablets for distribution in schools

• Inadequate

research in science and technology

• Low institutional

capacity of staff in ICT especially at LGA level

• Inadequate

workforce

• ICT materials for learners

• Training and support

from Government • Development

Partners and Private Sector

• Rapid advancement in technology

• Inadequate

infrastructural and learning facilities

LEGAL • All Government policies are backed by law

• Availability of

enabling legislations and legal framework

• Legal backing gives

protection to education policies

• Most provisions in the enabling laws of education agencies are obsolete

• Irregular review

of education legal framework

• Cordial relationship between Executives and legislature

• Effective synergy

with the Kaduna State House of Assembly

• • Availability of

agencies to support implementation of reforms in education

• Public criticism of government policies

• Conflicting legal

judgements

ENVIRONMENT • Most schools are on the permanent sites

• Community

involvement and

• Many schools lack fences

• Low tree planting

rate

• The State has enough land for establishment of more schools

• Insecurity in the State

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ownership of programmes and activities in the sector

• The school

environment offers opportunities for learning.

• High school pupil/ toilet ratio

• Low capacity

utilisation of the school-based management committees in resource mobilisation

• Lack of synergy

among the various components of the communities.

• Availability of schools’ improvement grants by development partner agencies

• Prevalence of high level of poverty and illiteracy

• Climate change affects planning for school development

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SECTION SIX: LONG – TERM GOALS, MEDUIM –TERM OBJECTIVES AND STRATEGIES Envisioning the prospects of MOEST from the current position and strategies, in line with the core mandates requires clearer understanding of the internal capabilities. Table 3 below presents the outcome of this strategic planning process, mapping out the long-term goals, medium-term objectives and specific strategies for implementing the mandates.

Table 3: MOEST Strategic Plan

Mandate Long-term goals Medium-term Objectives Strategies

Man

date

1: F

orm

ulat

e, su

perv

ise,

mon

itor

and

eval

uate

impl

emen

tatio

ns o

f all

legi

slat

ions

, pol

icie

s and

pro

gram

mes

in

the

MD

As

Improved legal framework for implementation of policies and programmes for achieving quality education for self-reliance and effective service delivery at all levels by 2025.

• 50% of existing legislations and policies reviewed by 2021;

• 3 new legislations and policies developed to protect the rights of people with special needs including learning disorders by 2021;

• Pass 3 laws for inclusive education by 2021;

• Reduction in the number of out-of-school children by 40% by 2021;

• 2 policies and programmes targeted at increasing enrolment of girl child in school.

• Strengthening systems and processes for regular review of the legal framework for implementation of existing and new policies and programmes for achieving quality education and effective service delivery at all levels;

• Strengthening partnerships for advocacy and lobby for the passage of relevant legislations;

• Sensitising and advocating for schools’ enrolment with focus on communities with low enrolment rate;

• Developing and implementing programmes that will attract more girls to enrol in school.

Man

date

2: E

stab

lishm

ent,

cons

truc

tion

and

mai

nten

ance

of

pub

lic sc

hool

s at a

ll le

vels

Improved infrastructure for achieving quality education for self-reliance and effective service delivery at all levels by 2025.

• Reduce the number of out-of-school and drop-out children from 770,000 to 410,000 by 2021 through the provision of adequate infrastructure;

• Rehabilitate 350 existing dilapidated classrooms in secondary schools by 2021.

• Providing conducive learning environment to all learners;

• Developing partnerships for school infrastructure development with communities, Community based organisations (CBOs) and Non-governmental organisations (NGOs).

Improved access to education for more citizens by 2026 through the provision of infrastructure.

• 20% of public secondary schools’ infrastructure upgraded by 2023; • Establish and construct 5 new

boarding schools by 2023 (in 4 years) to increase access; • Renovate 250 schools by

2023; • Renovate and equip 23

laboratories in senior secondary schools by 2023; • Reduce classroom-learner

ratio from 1:200 to 1:60 by 2023

• Routine monitoring and reporting on schools’ infrastructure;

• Promoting quick turnover of infrastructure projects deliverable;

• Developing feedbacks and reporting mechanism for recording issues with public schools’ infrastructure in the State.

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Man

date

3: P

rom

otio

n of

qua

lity

educ

atio

n at

al

l lev

els w

ith e

mph

asis

on

scie

nce,

tech

nica

l, vo

catio

nal e

duca

tion,

inno

vatio

ns a

nd IC

T Improve quality education in science, technical, vocational, innovations and ICT at all levels.

Improve capacity of teachers to ensure availability of adequate, qualified, effective and efficient manpower at all levels by 2026.

• Quality of science, technical and vocational education improved by 30% in secondary schools’ examinations by 2021;

• Increase by 30% the provision of quality text-books/instructional materials at all levels by 2021;

• Improve the use of the library by 30% among learners in Basic and Senior Secondary education by 2021;

• Establish six additional science secondary schools, two in each senatorial zone by 2021.

• Providing quality books and instructional materials in science, technology, vocational, innovation and ICT at all levels;

• Providing teachers guides for secondary school teachers;

• Providing materials to schools with insufficient instructional materials;

• Recruiting, training and retraining teachers in key areas;

• Providing student textbook sets in English and mathematics for secondary schools.

Man

date

4: E

stab

lishm

ent a

nd

Mai

nten

ance

of E

duca

tion

Man

agem

ent

Info

rmat

ion

Syst

em (E

MIS

)

Improve education management information system (EMIS) at all levels by 2026

• Increase data capturing in the EMIS and ensure 60% of educational institutions and personnel use the EMIS by 2021;

• Increase the capacity and skills of 30% of personnel within the education system in the collection, storage and retrieval of accurate and reliable planning data at all educational levels by 2021;

• Establish standard data centre and database by 2023.

• Providing capacity building for data management personnel;

• Training head teachers on the use of electronic means for collecting and sending data;

• Updating ICT equipment at all levels;

• Holding quarterly meetings between State and LGEAs EMIS officials;

• Collecting and updating school data;

• Providing ICT knowledge for the staff;

• Providing of trained personnel on ICT;

• Conducting annual school census.

Man

date

5: L

iais

e w

ith fe

dera

l ag

enci

es th

at a

re

resp

onsi

ble

for

Educ

atio

n, S

cien

ce

and

Tech

nolo

gy Improve inter-

governmental relationship with Federal Ministry of Education and other agencies in the education sector.

• Hold bi-annual technical meetings with FMoEd for uniformity, guidance and support;

• Participate in the National Council on Education (NCE) annually.

• Establishing office for intergovernmental, civil society and donor relations in conjunction with other agencies of the State;

• Holding continuous professional education and development for teachers at all levels.

Man

date

6: T

each

er

Prof

essi

onal

Dev

elop

men

t an

d W

elfa

re

Improve teaching quality for effective service delivery and capacity building

• 70% of teachers trained and deployed at all levels by 2021;

• Recruit more qualified English teachers in secondary schools to improve teacher – student ratio from 1: 338 to 1: 200 by 2021;

• Recruit more qualified mathematics teachers in secondary schools to improve mathematics teacher

• Holding continuous professional education and development for teachers at all levels.

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/student ratio from 1: 466 to 1: 200 by 2021;

• Recruit more qualified science teachers in senior secondary schools to improve science teacher – student ratio from 1:163 to 1:100 by 2021;

• Train and retrain of 70% of teachers in 4 core subjects at Basic Education level by 2021;

• Train and retrain 70% of teachers in English, mathematics, science, technical and vocational subjects by 2021;

• Ensure pre-service training for all teachers at all levels by 2021.

Man

date

7: P

rovi

sion

of i

nclu

sive

edu

catio

n fo

r adu

lts a

nd n

on-f

orm

al li

tera

cy a

nd

indi

vidu

als w

ith sp

ecia

l nee

ds

Improve literacy and inclusion and ensure that no one is left behind on account of a special need or learning difference.

• Expand and improve adult literacy, especially for women and young adults who missed formal education from 47% to 64% by 2021;

• Ensure 70% of people with special needs are accommodated at all levels by 2021

• Sensitising and advocating in communities with high population of special needs persons (Almajiri, physically challenged and other neuro-diverse persons in the State);

• Integrating the core subjects (English and Mathematics) into almajiri curriculum;

• Increasing number of literacy and continuing education centres for adults and youths;

• Recruiting, training and deploying people with special needs as additional instructors/facilitators;

• Ensuring child friendly and inclusive environment for learners with special needs.

SECTION SEVEN: FUNCTIONAL AND PROCESS REVIEW Organisation design is reviewing and analysing functions, processes, and systems using itsmandatesandobjectivesasthebasis,whilebearinginmindbestpractices.Thesereviewsareformsofefficiencyandeffectivenessreviews,whichresultinanorganisationalstructurethatisbeingdrivenbytheMinistry’sobjectivesandfunctions.

1.6 7.1 Functional Review The functional review askswhether the functions, which flow from themandates, are beingefficiently and effectively carried out? How they could be done better? If they should bediscontinued,andwhetherthereareoverlapswithinorwithotheragenciesoractorsthatareperformingsamefunctions?Some of the questions asked to determine if we are carrying out the right functions are:

• Aresomefunctionsinappropriate?• Whataretheexpectedoutputsofthefunction?• Howwouldyouassessthedepartmentoncurrentperformancelevelofthefunction?• Whatarethechallengesinhibitingtheperformanceofthefunction?• Couldsomefunctionsbeoutsourcedorprivatised?

The overall organisational functions were first aligned to the mandates and, secondly, thedepartmentsresponsibleforperformingthefunctionswereidentifiedasshownintheTable4below.

Table 4: Functional Review

Functions, Output, Peer Rating and Challenges

Identified functions

Outputs Peer Rating - Level of

Performance

Challenges

Mandate: Formulate, Supervise, Monitor and Evaluate Implementations of all Educational Legislations, Policies and Programmes in the MDAs Formulating education policy • Updated education

policies Optimal • Limited capacity of

personnel Supervising public schools • Teachers/pupils/stud

ent’s attendance registers

• Quality of lesson delivery report

• Infrastructure report

Sub- optimal • Inadequate skilled manpower and means of transportation

• Some inaccessibility terrains

• Security challenges Assessing, registering and monitoring of private (basic and post-basic) educational institutions in the State

• Health facilities reports

• Infrastructure reports

• Security reports • Suitability of site

report • Evidence of payment

Sub-optimal • Inadequate staff • Limited means of

transportation

19

Establishing self-evaluation and compliance system (policies, laws and guidelines) in the schools, publish annual performance ranking

• Annual school ranking report

• Self-evaluation report

Sub-optimal • Inadequate skilled manpower

• Security challenges • Inaccessibility to some

terrains Monitoring and evaluating implementation of educational policies and programmes

• Progress reports Sub- optimal • Inadequate skilled manpower

• Inaccessibility to some terrains

• Security challenges Supervising the education parastatals and agencies

• Progress reports Optimal

Developing and maintaining quality assurance evaluation guidelines, operational guidelines and quality control for basic and post basic education in the State

• Evaluation reports • Evaluation guidelines • Learning outcomes



• Security challenges Setting policies for the establishment of public libraries

• Public library policies Sub-optimal • Inadequate skilled manpower

Providing scholarships and loans for eligible students that obtain admission into recognised higher institutions based on the State manpower needs

• Report on student sponsorship

• Report on student academics performance

Sub-optimal • Inadequate budgetary provision/ constraint

Mandate 2: Establishment, construction and maintenance of schools at all levels Overseeing the process of establishment of public and private schools in the State

• Assessment reports

Sub-optimal


• Security challenges Constructing, maintaining and providing public schools’ infrastructure across the State

• Progress report optimal

Overseeing the process of procurement for public schools

• Progress report Optimal

Mandate 3: Promotion of Quality Education at all levels with emphasis on Science, Technical, Vocational Education, Innovations and ICT. Developing programmes for science, technical, vocational, innovation, research and development, as well as ICT

• Updated educational programme document

Optimal • Inadequate skilled manpower

Implementing policies and programmes for science, technical, vocational, innovation, research and development, as well as ICT

• Progress report Optimal • Inadequate skilled manpower

• Budget constraints

Providing accreditation, certification and technical support for quality assurance evaluators

• Progress report Sub-optimal • Inadequate skilled manpower

• Budget constraints Implementing quality assurance policies

• Annual Progress report


• Budget constraint Developing harmonised schemes for curriculum and conduct qualifying entry and other examinations in basic and post-basic schools in the state

• Reviewed harmonised scheme

• Examination result analysis report


• Budget constraint

Providing electronic and hard copies of literature for public schools and public libraries


• Updated catalogue


• Budget constraint Establishing and managing e-libraries


• Updated catalogue


• Budget constraint

20

Mandate 4: Establishment and Maintenance of Education Management Information System Establishing Education Management Information System (EMIS) in all agencies and zones

• Functional EMIS Sub-optimal • Inadequate skilled manpower

• Insufficient power supply

• Insufficient facilities Maintaining EMIS • Annual progress

report Sub-optimal • Network issues

Manage and maintain database of quality assurance evaluation records

• Quarterly evaluation report


• Budget constraint Mandate 5: Liaise with Federal Ministry of Education and other Agencies Developing partnership with federal ministry of education and agencies.

• Annual Report Sub-optimal • Inadequate Budgetary provision

Developing partnership with international development agencies

• Comprehensive list of partners

Optimal

• Limited access to required information Liaising with other agencies to

ensure that the school environment of all registered schools is conducive and has adequate facilities for learning

• Facility inspection reports

• Monthly SBMC (School Based Management Committee) report

optimal

Liaising with Federal Scholarship Board and all relevant bodies responsible for giving aid to students in tertiary institutions

• Data of existing beneficiaries

Sub-optimal • Communication gap

Mandate 6: Provision of Teacher Professional Development and welfare services Facilitating continuous teacher professional development programmes

• Annual report on professional teachers training

Sub-optimal

• Limited capacity of personnel

• Inadequate budgetary provision

Developing and implementing teachers’ welfare services

• Annual Progress Report

Sub-Optimal

Developing orientation and routine development training/programmes for teachers

• Annual Report Sub-Optimal

Recruitment, deploying, promoting and discipline of teachers


Sub-Optimal

Mandate 7: Provision of inclusive Education for adults, non-formal literacy and individuals with special needs Planning and implementing special needs education

• Annual Report Sub-Optimal • Inadequate skilled manpower

Controlling, monitoring and evaluating adult and non-formal, vocational and continuing education

• Annual Report Sub-Optimal • Inadequate skilled manpower

Promoting reading culture among the people of the State


Sub-Optimal • Inadequate budgetary provision

1.7 7.2 Process Review OF KEY PROCESSES OF MOEST

Following the review of the functions of the Ministry, some of the key processes were also examined and revised to improve efficiency and effectiveness in the delivery of service. Figures 3, 4 and 5 below present the processes.

21

Figure 3: Schools quality assurance process

Figure 4: Private school registration process

Figure 5: Professional training and retraining of evaluators - process

Briefing with the Evaluators by

zones

Evidence form completed by

schools

Classroom briefing and teaching observations

Assessment of lesson planning notes and pupils

notebooks

On-the spot constructive feedback to

teachers

Team briefing of evaluators and

collation of individual judgements

Preparation of corporate for every

thematic areas

Summary findings and

recommendations per school

Hold seperate debriefing meetings with school

management and Teaching staff

Submit Evaluation report to the

coordinating zonal director

Review of reports and harmonisation

by zones

Print copies of finalised report

and share with the relevant offices

Receive & process application for

establishment of private educational institutions

Verify compliance with the requirements and guidelines

Recommend for approval of the Hon. Commissioner

Issuance of Certificate of Consent to the proposed

schools

Update the approved educational institution in

the statistical record

Liaise with other agencies for schedule facility

inspection

Idetify Master Trainers

Conduct Assessment Needs Test

Select Suitable

Evaluators

Deliver training based on

identified gap

Follow-up to access

improvement

22

SECTION EIGHT: STRUCTURAL REVIEW Organisational design is the formal process for integrating the direction, information, people, and technology of an organisation to ensure alignment with its strategy and mandate. The review of MOEST structure was based on a clear understanding of the mandates and core functions of the education sector in the State. Also taken into consideration is the strategic guidelines put forward by the current leadership in the State as detailed in the Sector Implementation Plan (2017 - 2019). The structural review outlines how each position contributes to the functional areas and relationship between positions, with focus on accountabilities and responsiveness by improving service delivery. This section presents the organisation structure of the ministry and its parastatals. The existing structure was reviewed against the revised mandates and core functions. Some highlights of the process include creation of a few units whilst merging some departments in order to improve efficiency in the ministry and its agencies. Figure 6: Current Organisational Structure for Kaduna State Education Sector

HonCommissioner(MOEST)

PermanentSecretary,SUBEB

Departments

PhysicalPlanning&Monitoring

SocialMobilisation

Humanities&Administration

QualityAssurance

Finance&Accounts

SchoolServices

PermanentSecretary

Departments

Schools

Planning,Res.&Statistics

Admin&Supply

HigherEducation

Finance&Accounts

Science&Tech.

EducationResourceCenter

Parastatals

LibraryBoard

KadunaStateUniversity

CollegeofEducation

ScholarshipBoard

QualityAssuranceBoard

PrivateSchoolsBoard

AgencyforMassLiteracy

Teachers'ServiceBoard

Zones

ANCHAU

BIRNINGWARI

GIWA

GODOGODO

KACHIA

KADUNA

KAFANCHAN

LERE

RIGACHUKIN

SABONTASHA

ZARIA

ZONKWA

ManagementSchools

InternalAuditor

PublicRelationOfficer

23

1.8 8.1 MOEST Organisational Structure The revised structure for MOEST as presented in Figure 7 below includes six (6) departments and twenty (20) units. There are two units that work across the departments and report directly to the leadership; Monitoring and Evaluation (M&E) and Internal Audit units. Figure 7: MOEST Revised Organisational structure

Public school department functions and units

MoEST Headquarters

Public Schools Department

Public Schools unit

Educational services unit

Female Education &

Home Economics

Sports & Health

services unit

Special Education

unit

Science & Technology Department

Technology & Energy

unit

Science unit

ICT unit

Higher Education

Department

Tertiary Institutions

unit

Students' matters unit

Finance & Administration

Administration unit

Human Resource unit

Procurement unit

Finance & Accounts unit

Education Planning &

Physical Development

Project Unit

Planning unit

Education Management Informtion

System

Mass Literacy & Skills

Acquisition

Literacy unit

Continuing Education

unit

Monitoring & Evaluation

unit

M & E Audit unit

Publ

ic sc

hool

s dep

artm

ent Public schools unit

Education services unit

Female education & home economic unit

Sports & health services unit

Special education unit

24

Public Schools Department Public Schools Unit

• Facilitating establishment of public schools • Coordinating matters relating to SUBEB, KSSQAA, TSB and LB in the headquarters

Education Services Unit • Promoting reading culture and use of library in public schools • Collaborating with Education Planning and Physical Development Department in the

coordination of JCCE, NCE and other FME activities

Female Education and Home Economics Unit • Promoting inclusive, gender education and students’ welfare

Sports and Health Service Unit • Coordinating sports and health activities in public schools • Promoting wellness and active learning environment

Special Education Unit • Developing educational programmes for learners with special needs • Promoting inclusive education in the State • Making provision for inclusive learning

Science and Technology Department functions and units

Science and Technology Department Technical and Energy Unit

• Recommending, receiving and distributing science, technical, ICT and vocational education materials/facilities to schools

• Enhancing, facilitating and coordinating the development of science, technology and to formulate such policies that will boost technology transfer

Science Unit • Coordinating science, technical, ICT and vocational education programmes • Coordinating the activities of professional organisations as they relate to science,

technology, ICT and vocational education

Information, Communication and Technology Unit • Promoting information technology, computer literacy and undertake/encourage

research in the field of science and technical education

Scie

nce

and

tech

nolo

gy

depa

rtm

ent

Techical and energy unit

Science unit

Information, communication and

techology unit

25

Higher Education Department functions and units

Higher Education Department Tertiary Institution Unit

• Developing and maintaining database for State tertiary institutions (public and private), staff of State-owned tertiary institutions

• Coordinates activities of Tertiary Institutions (Public and Private) • Liaising with Tertiary Institutions and Embassies to collect students’ academic records

and other relevant information Student Matters Unit

• Developing and maintaining records of Kaduna State indigene students in higher institutions of learning

• Collaborate with Kaduna State scholarship and loans board to identify deserving students for award of scholarship and loans

• Tracking performance of students in all tertiary institutions in the country and abroad • Collating in collaboration with KSSLB to transmits to the EMIS unit, data on students’

admissions • Liaising with the State and federal scholarship board in ensuring that the State fills its

admission quota in tertiary institutions

Finance and Administration Department

Higher Education

department

Tertiary institution unit

Student matters unit

Fina

nce

and

Adm

inis

trat

ive

depa

rtm

ent

Administration unit

Human resource unit

Procurement unit

Finance & accounts unit

26

Finance and Administration Department Administration Unit

• Performing all administration matters • Managing stores and maintain inventories at all times in departments and schools

Human Resource Unit • Managing all personnel matters • Performing recruitment, training and promotion of personnel • Coordinating all staff welfare functions • Collaborate with EMIS to develop and maintain a robust personnel database

Procurement Unit • Ensuring due process of procurement of goods and services are adhered to • Receiving and distributing goods and materials to departments and schools

Finance and Accounts Unit • Supervising and monitoring of internally generated revenue collections in schools and

parastatals • Processing payments of salaries to staff and running cost to departments, agencies and

schools • Preparing and tracking of budget and expenditure in collaboration with Education

planning and physical development department

Education planning and physical development department Project Unit

• Processing construction, expansion and maintenance of public secondary schools

Planning Unit • Developing education policy, standards setting, monitoring and implementation • Sector-wide planning and coordinating projects for accelerated and balanced

educational development across the State • Liaising with federal education agencies and development partners

EMIS Unit • Establishing EMIS in schools and zones • Managing and maintaining EMIS • Reporting and disseminating educational information through EMIS

Education Planning & Physical Development

Department

Project unit

Planning unit

Education Management Information System

(EMIS) Unit

27

Mass Literacy and Skills Acquisition Department Functions and Units

Mass Literacy and Skills Acquisition Department Literacy Unit

• Coordinating commencement of basic and post literacy centres. • Conducting examination for the literacy centres • Distributing learning materials to all the centres • Providing basic literacy and post literacy programmes in the State • Facilitating adult learning and studying programmes • Providing informal learning to target groups

Continuing Education Unit • Providing continuing education programmes in the State • Establishing and managing continuing education centres across the State • Providing functional and vocational education in the State

Monitoring and Evaluation Unit • Registering and inspecting private computer and catering centres in the State • Collaborating with EMIS unit to develop and maintain adult literacy database in the

State for effective monitoring and evaluation

Mass literacy & skills acquisition department

Literacy unit

Continuing education unit

Monitoring & evaluation unit

28

1.9 8.2 KSQAA Organisational Structure The revised function based organisational structure for KSQAA is presented in Figure 8 below. It has a total of four (4) Departments and twelve (12) Units. There are also two units; Monitoring and Evaluation and Internal Audit.

Figure 8: KSSQAA Revised Organisational Structure

Quality Assurance Department functions and units

Quality Assurance Department Training Unit

• Developing and maintaining quality assurance evaluation guidelines, operational frameworks, implementation activities, Scheduled plans and reporting

School Evaluation Unit • Accreditation, certification and technical support for quality assurance evaluators,

including their compliance with code of conducts and guiding policies • Establishing self-evaluation and compliance system (policies, laws & guidelines) in the

schools • Compiling and publishing annual performance ranking • Managing and maintaining database of evaluation records in the State

Quality Assurance Authority (KSQAA)

Quality Assurance Department

Training Unit

School Evaluation

Unit

Education Resource Department

Test & Evaluation

Unit

Curriculum & Test Development unit

Guidance, Counseling & Educational Program unit

Technical education unit

Computer unit

Private Schools Department

Registration, Monitoring &

Evaluation unit

Primary & Secondary

unit

Finance & Admin Department

Accounts unit

Administration unit

Store unit

M & E Internal Audit

Quality Assurance

Department

Training Unit

School Evaluation

Unit

29

Education Resource Department

Education Resource Department Test & Evaluation Unit

• Developing contents and items for examinations • Conducting and inspecting mocks, entry and other examinations in all primary and

secondary schools in the State

Curriculum & Test Development Unit • Adapting curriculum contents for all primary and secondary schools in the State • Developing harmonised schemes from curriculum in all primary and secondary schools

in the state • Domesticating and disseminating National Curriculum on education

Guidance, Counselling and Education Programmes Unit • Providing guidance and counselling services to identified pupils

Technical Education Unit • Liaising with the unit or department responsible for evaluation and education quality

matters with a view to ensuring quality control

Computer Unit • Production of education instructional materials

Private school department functions and units

Educ

atio

n R

esou

rce

Dep

artm

ent

Test & Evaluation Unit

Curriculum & Test Development Unit

Guidance, Counseling and Education Programmes Unit

Technical Education Unit

Computer Unit

Private Schools Department

Registering, Monitoring &

Evaluation Unit

Primary & Secondary Unit

30

Private schools’ department Registering, Monitoring & Evaluation Unit

• Liaising with other agencies to ensure that the school environment of all registered schools is conducive and have adequate facilities for learning

• Carrying out on-the-spot assessment on teachers • Monitoring and regulating the activities of private schools towards making them

contribute to the delivery of quality education in the State • Evaluating and accrediting each school at least once in three years to ensure the

maintenance of quality and standards Primary & Secondary Unit

• Assessing, registering and monitoring of educational institutions in the State • Formulating policies for the establishment and operation of private schools in the state • Implementing policies on the establishment of private educational institution

Finance and Administration department functions and units

Finance & Administration Department Accounts Unit

• Performing treasury functions and custodian of funds • Processing payments and controlling budget allocations to programmes and activities

Administration Unit • Providing support for teacher’s professional development • Performing routine administration and personnel related matter • Handling secretariat to statutory committees, welfare of staff • Taking charge of registries (open and Secret)

Store Unit • Ensuring due process of procurement of goods and services • Managing stores and maintain inventories at all times

Finance & Admin Department

Accounts Unit

Administration Unit

31

1.10 8.3 Teachers’ Service Board (TSB) Organisational Structure

The revised organisational structure for TSB as detailed in Figure 9 below indicates two (2) departments and five (5) units.

Figure 9: TSB Revised Organisational Structure

1.11 8.4 Kaduna State Scholarship and Loan Board (KSSLB) Organisational Structure Apart from its traditional function of coordination of scholarship awards, the Board has recently had an additional core function that is the facilitation of loans to students from various financial institutions. The structural review resulted in three (3) departments and eight (8) units for the Board. There is also an additional unit reporting directly to the Board Chairman –Internal Audit Unit. Figure 10 below shows the structure.

Figure 10: KSSLB Revised Organisational Structure

Teacher'sServiceBoard

Administration&FinanceDepartment

AccountsUnit AdministrationUnit

Recruitment,Promotion,Discipline&AppealDepartment

RecruitmentUnit Promotionunit Discipline&Appealunit

M&E InternalAudit

KSSLB-ScholarshipBoard

AdministrationDepartment

OperationsUnit

PersonnelUnit

RegistryUnit

AcademicsDepartment

StudentAffairsUnit

Guidance&Counselling

Unit

AccountsDepartment

StoreUnit

MainAccountUnit

TreasuryUnit

InternalAuditUnit

32

1.12 8.5 Kaduna State Library Board (KSLB) The function-based structure for the Library Board as detailed in Figure 11 below indicates a total of three (3) departments and fourteen (14) units. There is an additional Monitoring and Evaluation Unit, reporting directly to the Chairman. Figure 11: KSLB Revised Organisational structure

KSLB- LibraryBoard

Administration&FinanceDepartment

AdministrationUnit

RegistryUnit

AccountUnit

TreasuryUnit

StoreUnit

TrainingSchoolUnit

TechnicalServiceDepartment

AcquisitionUnit CataloguingUnit

BinderyUnit

ReaderServiceDepartment

ReferenceUnit

AdultLendingUnit

ChildrenUnit

BranchLibraryUnit

E-libraryUnit

M&E

33

SECTION NINE: ESTABLISHMENT PLAN The Establishment Plan of the MOEST aims to ensure that the Ministry is adequately staffed with the required number of posts to function optimally and effectively. The process deployed included an assessment of the existing staffing levels for each unit and the corresponding functions. Tables 5, 6, 7, 8, 9 and 10 below present the summaries of the recommended Establishment Plan for the MDAs of the education sector. Detailed information regarding the existing and recommended posts can be found in Annex I. Departments that require significant changes to the current establishment include Readers Service Department (+45) of KSLB, and Finance and Administration Department (+13) of the MOEST. The justification for the increases is based on the revelation that they have been grossly understaffed over the years. Specifically, KSLB has been unable to deliver required services in recent times due to inadequate personnel. The commitment by His Excellency, the Governor, to ensure functional libraries across the zones necessitates increase in establishment positions. A few other departments were found to be adequately staffed and therefore no changes were recommended in their Establishment Plans. The table below is self-explanatory about where the needs are. Figure 12: Establishment plan summary

Table 5: Establishment Plan; department based analysis

Departments Current Establishment

Recommended Establishment

Changes

Ministry of Education Science and Technology Headquarters Public Schools Department 12 13 +1

Science and Technology Department 11 11 0

Higher Education Department 3 5 +2

Finance and Administration Department 46 59 +13 Education Planning and Physical Development Department 14 23 +9

Mass Literacy and Skills Acquisition Department 8 8 0

94

73

25 24

44

119

86

35 28

118

MOESTHeadquarters KSSQAA TSB KSSLB KSLB

ESTALISHMENT PLANSUMMARYCurrent Recommended

34

Sub-total 94 119 +25

Kaduna State Quality Assurance Authority (KSQAA)

Quality Assurance Department 11 16 +5 Education Resource Department 20 27 +7 Private Schools Department 27 25 -2 Finance and Administration Department 15 18 +3

Sub-total 73 86 13 Teachers Service Board (TSB)

Administration and Finance Department 15 20 +5 Promotion, Recruitment, Discipline and Appeal Department 10 15

+5

Sub-total 25 35 +10 Kaduna State Scholarship and Loan Board (KSSLB)

Office of Executive Secretary 5 5 0 Administration and Finance Department 8 11 +3 Academics Department 4 5 +1 Accounts Department 7 7 0

Sub-total 24 28 +4 Kaduna State Library Board (KSLB)

Administration and Finance Department 9 18 +9 Technical Service Department 4 18 +14 Reader Services Department 31 82 +51

Sub-total 44 118 +74 Table 6: Summary Establishment plan MOEST

Summary of Existing and Proposed Establishment for MOEST Headquarters Posts/Title GL Existing Recommended Change

1. Public Schools Department Director Public Schools 16 1 1 0 Deputy Director, Public Schools 16 1 1 0 Deputy Director, Educational Services 16 1 1 0 Deputy Director, Female Education & Home Economics 16 1 1 0 Deputy Director, Sports 16 1 1 0 Deputy Director, Health 16 1 1 0 Deputy Director, Special Education 15 1 1 0 Assistant Director, Special Education 14 0 1 +1 Assistant Director, Public Schools 14 1 1 0 Assistant Director, Schools Libraries 16 1 1 0 Assistant Director, Educational Services 16 1 1 0 Assistant Director, Female Education 16 1 1 0 Assistant Director, Sports and Health 14 1 1 0

Sub-total 12 13 +1 2. Science and Technology Department

Posts/Title GL Existing Recommended Change

Director, Science and Technology 16 1 1 0 Deputy Director, Technology and Energy 16 1 1 0 Deputy Director, Science 15 1 1 0

35


Deputy Director, ICT 16 1 1 0 Assistant Director, Technology and Energy 13 1 1 0 Assistant Director, Technical Education 14 1 1 0 Assistant Director, Vocational 14 1 1 0 Assistant Director, Science 14 1 1 0 Assistant Director, Research 14 1 1 0 Assistant Director, ICT 14 1 1 0 Research Officer 08 1 1 0

Sub-total 11 11 0 3. Higher Education Department


Director, Higher Education 16 1 1 0 Deputy Director, Higher Education 16 1 1 0 Assistant Director, Tertiary Institutions 16 1 2 +1 Assistant Director, Students Matters 14 0 1 +1

Sub-total 3 5 +2 4. Finance and Administration Department

Posts/Title GL Existing Recommended

Change

Director, Finance and Admin 16 1 1 0 Deputy Director, Admin 15 1 1 0 Deputy Director, Human Resource 15 0 1 +1 Deputy Director, Procurement 15 0 1 +1 Deputy Director, Finance and Accounts 15 1 1 0 Assistant Director, Treasury 14 1 1 0 Assistant Director, Other Charges 14 1 1 0 Assistant Director, Salaries 14 1 1 0 Assistant Director, Revenue Monitoring 14 1 1 0 Assistant Director, Internal Audit 14 1 1 0 Assistant Director, Stores 14 1 1 0 Assistant Director, Training 14 0 1 +1 Assistant Director, Records 14 1 1 0 Assistant Director, Promotions 14 0 1 +1 Assistant Director, Admin 14 1 1 0 Assistant Chief Executive Officer, Admin 13 6 6 0 Assistant Chief Executive Officer, Accounts 13 1 1 0 Principal Executive Officer, Admin 12 8 9 +1 Principal Executive Officer I, Admin 12 2 2 0 Principal Executive Officer II 10 5 5 0 Senior Executive Officer 09 7 15 +8 Higher Executive Officer 08 6 6 0

Sub-total 46 59 +13 5. Education Planning and Physical Development Department

Director, Planning 16 1 1 0 Deputy Director, Projects 15 1 1 0 Deputy Director, Planning 16 1 1 0 Assistant Director Projects 14 1 1 0 Assistant Director, Planning 15 1 1 0 Chief Project Officer 13 1 1 0 Principal Education Officer, Planning 13 1 1 0 Education Management Information System Lead 13 1 1 0 Data Processing Officer 6 15 +9

36


Sub-Total 14 23 +9 6. Mass Literacy and Skills Acquisition

Director, Mass Literacy and Skills Acquisition 16 1 1 0 Deputy Director, Continuing Education 16 1 1 0 Deputy Director, Monitoring and Evaluation 16 1 1 0 Deputy Director, Literacy 14 1 1 0 Assistant Director, Continuing education 14 1 1 0 Assistant Director, Monitoring and Evaluation 15 1 1 0 Assistant Director, Literacy 14 1 1 0 Assistant Director, NGOs 15 1 1 0

Sub- Total 8 8 0 Table 7: Summary Establishment Plan KSSQAA

Summary of Existing and Proposed Establishment for KSSQAA Posts/Title GL Existing Recommended Change

1. Quality Assurance Department Director, Quality Assurance 16 1 1 0 Deputy Director, Quality Assurance 16 1 1 0 Coordinating Assistant Director 16 6 6 0 Coordinating Assistant Director 15 3 8 +5

Sub-total 11 16 +5 2. Education Resource Department

Posts/Title GL Existing Recommended Change Director, Education Resource 16 1 1 0 Deputy Director, Education Resource 16 1 1 0 Coordinating Assistant Director 16 8 8 0 Coordinating Assistant Director 15 2 2 0 Coordinating Assistant Director 14 1 4 +3 Chief Education Officer 13 1 1 0 Education Officer 12 1 1 Principal Superintendent of Press II 10 1 1 0 Senior Superintendent of Press 09 1 1 0 Higher Assistant Education Officer 08 1 1 0 Data Processing Assistant 06 2 6 +4

Sub-total 20 27 +7 3. Private Schools Department

Posts/Title GL Existing Recommended Change Director, Private Schools 16 1 1 0 Deputy Director, Private Schools 16 1 1 0 Coordinating Assistant Director 16 8 8 0 Coordinating Assistant Director 15 3 3 0 Coordinating Assistant Director 14 5 5 0 Coordinating Assistant Director (Acting) 13 6 4 -2 Principal Education Officer (PEO) 10 3 3 0

Sub-total 27 25 -2 4. Finance and Administration Department

Posts/Title GL Existing Recommended Change Director, Finance and Administration 14 1 1 0 Deputy Director, Finance 13 1 1 0 Deputy Director, Admin 13 1 1 0 Principal Executive Officer I (Accounts) 12 1 1 0 Principal Executive Officer II (Accounts) 10 1 1 0 Assistant Chief Executive Officer (Admin) 13 1 1 0 Principal Executive Officer I (Admin) 12 1 1 0 Store Officer 12 1 1 0

37

Summary of Existing and Proposed Establishment for KSSQAA Posts/Title GL Existing Recommended Change

Principal Executive Officer II (general) 10 1 1 0 Assistant Store Officer 10 0 1 +1 Senior Executive Officer 09 2 1 -1 Executive Officer 07 1 1 0 Confidential Secretary 06 1 4 +3 Chief Internal Auditor 14 1 1 0 Principal Executive Officer (Audit) 12 1 1 0

Sub-total 15 18 +3 Table 8: Summary Establishment Plan TSB

Summary of Existing and Proposed Establishment for Teachers Service Board Posts/Title GL Existing Recommended Change

1. Administration and Finance Department Chairman c 1 1 0 Director (admin) 16 1 1 0 Deputy director (finance) 15 1 1 0 Assistant director, Administration 14 0 1 +1 Admin officer 9 3 4 +1 Staff officer 14 1 1 0 Executive officer, account 12 4 6 +2 Monitoring & Evaluation Officer 12 2 3 +1 Personal assistant to the chairman 12 1 1 0 Chief Internal auditor 14 1 1 0

Sub-total 15 20 +5 2. Promotion Recruitment, Discipline and Appeals Department

Posts/Title GL Existing Recommended Change Director, Recruitment 15 1 1 0 Deputy director, Promotion 15 2 3 +1 Asst. Director 14 0 3 +3 Admin officer 10 3 4 +1 Executive officer (general) 08 4 6 +2

Sub-total 10 17 +7 Table 9: Summary Establishment Plan KSSLB

Summary of Existing and Proposed Establishment for Scholarship Board Posts/Title GL Existing Recommended Change

1. Office of the Executive Secretary Executive Secretary 17 1 1 0 Personal Assistant 09 1 1 0 Legal Adviser 0 1 +1 Technical Assistant 1 0 -1 Chief Internal Auditor 15 1 1 0 Assistant Chief Auditor 13 1 1 0

Sub-total 5 5 0 2. Administration Department


Director, Administration 16 0 1 +1 Deputy Director, Operations 16 1 1 0 Monitoring and Evaluation Officer 12 1 1 0 Data Processing Officer 09 1 2 +1 Staff Officer 13 1 1 0 Human Resource Officer 10 0 1 +1 Admin Personnel (registry) 09 4 4 0

38

Summary of Existing and Proposed Establishment for Scholarship Board Posts/Title GL Existing Recommended Change

Sub-total 8 11 +3 3. Academics Department

Posts/Title GL Existing Recommended Change Director, Academics 16 1 1 0 Deputy Director, Academics 16 1 1 0 Student Affairs Officer 14 1 1 0 Guidance and Counselling Officer 13 1 2 +1

Sub-total 4 5 +1 4. Accounts Department

Posts/Title GL Existing Recommended Change Director, Finance and Supply 15 1 1 0 Deputy Director, Finance 13 1 1 0 Chief Accountant 13 1 1 0 Assistant Chief Accountant 10 1 1 0 Senior Accountant 10 1 1 0 Cashier 13 1 1 0 Store Officer 12 1 1 0

Sub-total 7 7 0 Table 10: Summary Establishment Plan KSLB

Summary of Existing and Proposed Establishment for Library Board Posts/Title GL Existing Recommended Change

1. Administration and Finance Department Director 16 1 1 0 Deputy Director Admin. & Finance 15 0 1 +1 Chief Accountant 14 1 1 0 Assistant Director (Training) 14 1 1 0 Asst. Chief Confidential Secretary 13 1 2 +1 Asst. Chief Executive Officer (Accounts) 13 1 1 0 Senior Works Superintendent 09 1 3 +2 Staff Officer 14 0 1 +1 Higher Executive Officer Admin. 08 1 3 +2 Store Officer 08 0 1 +1 Senior Clerical Officer (Accounts) 05 2 2 0 Internal Auditor 0 1 +1

Sub total 9 18 +9 2. Technical Service Department

Posts/Title GL Existing Recommended Change Director, Technical Services 16 0 1 +1 Deputy Director, Technical Services 15 0 1 +1 Assistant Director 14 1 1 0 Senior Librarian (Acquisition) 09 1 2 +1 Chief Printing Officer 14 0 1 +1 Principal Confidential Secretary I 12 1 2 +1 Librarian I (cataloguing) 08 0 2 +2 Principal Library Officer II 10 1 2 +1 Library Officer 07 0 4 +4 Asst. Printing Officer 06 0 2 +2

Sub-total 4 18 +14 3. Reader Service Department


Director, Reader Services 16 0 1 +1 Deputy Director 15 1 1 0 Chief Library Officer 14 2 6 +4

39

Asst. Chief Library Officer 13 6 8 +2

Principal Library Officer I 12 1 6 +5 Principal Library Officer II 10 13 16 +3 Senior Library Officer 09 4 8 +4

Higher Library Officer 08 0 10 +10 Library Officer 07 3 12 +9

Assistant Library Officer 06 1 14 +13 Sub-total 31 82 +51

1.13 9.1 Analysis of Establishment plan for MOEST

The analysis of the establishment plan posts for all the six departments of MOEST are discussed below. Out of the six departments in MOEST, Mass Literacy and Skills Acquisition department and Science and Technology department, are the only departments without a change in the number of existing posts and recommended posts, both retaining the existing posts of eight and eleven, respectively. The Public Schools’ department has an increase in the number of existing posts from twelve to thirteen recommended posts. In addition, the Higher Education department is expected to increase the number of existing post (three) to recommended posts (five). Also, the Finance and Administration department is recommended to increase its existing posts, from forty-six (46), to fifty-nine (59) recommended posts. And Education Planning and Physical Development department is recommended to increase the number of posts from six to fifteen(15). Public School Department One new post has been created in the department, which is the Assistant Director, Special Education. The rationale for this new post is the need to increase service delivery in the special education unit of the department. Science and Technology Department The department is expected to maintain the number of the existing posts because the analysis found that the number of posts currently in the department is adequate for it to carry out its functions.

Higher Education Department Two additional posts were created which brings an increase in the number of posts in the department from three to five. The newly created posts are Assistant Director Student Matters and one Assistant Director Tertiary Institutions. The justification for these newly created posts is the need to improve service delivery to the Kaduna State students in higher institutions. Finance and Administration Department Additional thirteen posts were created in the Finance and Administration department. These are Deputy Director Human Resources (HR), Deputy Director Procurement, Assistant Director Promotion, Principal Executive Officer, and Senior Executive Officer (8 posts). The justification for the additional posts includes the creation of a professional HR unit, lack of substantive head of the procurement unit, requirement for improved promotion exercise and the need to scale up administrative functions to zones and schools. Education Planning and Physical Development

Nine additional posts were created for the Education Planning and Physical Development department. The posts are Data processing officers (9), and the justification for the additional posts is the need to have Data processing officers across all the zonal offices in the State. Mass Literacy and Skills Acquisition Department The department was assessed to have the right number of posts, therefore recommended to maintain the exiting number of posts.

40

1.14 9.2 Analysis of Establishment posts in KSSQAA

The analysis of establishment plan posts for the three departments in KSSQAA - Quality Assurance department, Education Resource department, Private School department, and Finance and Administration Department – is discussed below. Quality Assurance Department The Quality Assurance Department has additional five posts created in the recommended Establishment Plan. The posts are for Coordinating Assistant Directors. The justification for the additional posts is the need to scale up the quality assurance exercise and increase in education quality inspections in all the zonal offices in the State. Education Resource Department Seven new posts were created in the Education Resource Department. These are Coordinating Assistant Director (three) and Data Processing Assistant (four). The justification for the increase in the number of posts is the need to improve efficiency in the technical unit, guidance and counselling unit, and curriculum unit. Also, data processing assistants are needed to serve at the Education Resource Centres across the zones. Private School Department Two posts were abolished in the Private school department. These are Coordinating Assistant Director posts which was reduced by two posts. The justification for the abolishment is because the number of existing posts were found to be in excess of requirement in the department. Finance and Administration Department Three new posts were created in the Finance and Administration Department. These are Confidential Secretary posts, which was increased from one to four posts. The justification for the additional posts is because one Confidential Secretary is required to be attached to each department of KSSQAA due to increasing demand of service.

41

SECTION TEN: WORKFORCE PLAN The Workforce Plan of the MOEST is based on a process of analysing the current workforce, determining future workforce needs, identifying the gap between the available workforce and future workforce needs, and implementing solutions so that the MDA can accomplish its mission, goals, and strategic plan. While it is convenient to describe workforce planning as a series of steps, it is equally important to understand that it is an iterative process, not rigidly a linear one. The major input for workforce planning is the Establishment Plan developed in the previous section (9.0).

1.15 10.1 Summary of analysis of workforce plan for MOEST

Public school’s department - MOEST Posts/Title Existing Recommended Rationale Proposed

Action Director Public Schools 1 1 Nil Retain Deputy Director, Public Schools 1 1 Nil Retain Deputy Director, Educational services 1 1 Nil Retain Deputy Director, Female Education & Home Economics

1 1 Nil Retain & Re-train

Deputy Director, Sports 1 1 Nil Retain Deputy Director, Health 1 1 Nil Retain Deputy Director, Special Education 1 1 Nil Retain Assistant Director, Special Education 0 1 Required for

coordination of the unit

Create/deploy

Assistant Director, Public Schools 1 1 Nil Retain Assistant Director, Schools Libraries 1 1 Nil Retain & Re-

train Assistant Director, Educational Services 1 1 Nil Retain & Re-

train Assistant Director, Female Education 1 1 Nil Retain Assistant Director, Sports and Health 1 1 Nil Retain

Sub-total 12 13

Skills variance analysis – Public school department

The figure below presents the skills variance for the Public School department.

42

A total of nine posts, representing 69% of the workforce, are proposed to be retained. And three posts, representing 23% of the workforce, are proposed to be retained and re-trained. Also, one post, representing 8% of the workforce, is proposed to be created. No post was abolished in this department.

Science and technology department - MOEST Post/Title from Establishment Plan Existing Recommended Rationale Proposed Action

Director, Science and Technology 1 1 Nil Retain Deputy Director, Technology and Energy 1 1 Nil Retain Deputy Director, Science 1 1 Nil Retain Deputy Director, ICT 1 1 Nil Retain Assistant Director, Technology and Energy 1 1 Nil Retain Assistant Director, Technical Education 1 1 Nil Retain Assistant Director, Vocational 1 1 Nil Retain Assistant Director, Science 1 1 Nil Retain Assistant Director, Research 1 1 Nil Retain Assistant Director, ICT 1 1 Nil Retain & Re-

train Research Officer 1 1 Nil Retain & Re-

train Sub-total 11 11

Skills variance analysis for the science and technology department

The skills variance analysis for the Science and technology department indicates that a total of nine posts representing 82% of the workforce, were proposed to be retained. While a total of two posts, representing 18% of the workforce, were proposed to be retained and re-trained.

Higher education department

69%

23%8%0%

Public schools department skills variance

Retain Retain&Re-train Create Abolish

Retain82%

Retain & Re-train

18%

Create0%

Abolish0%

SKILLS VARIANCE ANALYSIS FOR SCIENCE AND TECHNOLOGY DEPARTMENT

43

Post/Title from Establishment Plan Existing Recommended Rationale Proposed Action

Director, Higher Education 1 1 Nil Retain 1 Deputy Director, Higher Education 1 1 Nil Retain 1 Assistant Director, Tertiary Institutions 1 2 Required to due

to extended service coverage

Retain 1 Create/Deploy 1

Assistant Director, Students Matters 0 1 Required due to additional functions

Create/Deploy 1

Sub-total 3 5

Skills variance analysis for Higher education department For the Higher education department, a total of three posts, representing 60% of the workforce were proposed to be retained. And two posts, representing 40% of the workforce were proposed to be created. The posts created are proposed to be filled through deployment of suitable candidates from within the Service.

Finance and Administration department Post/Title from Establishment Plan Existing Recommended Rationale Proposed Action

Director, Finance and Admin 1 1 Nil Retain 1 Deputy Director, Admin 1 1 Nil Retain 1 Deputy Director, Human Resource 0 1 Required to

coordinate HR specific functions

Create/deploy 1

Deputy Director, Procurement 0 1 Required to lead the section of the department

Create/deploy 1

Deputy Director, Finance and Accounts 1 1 Nil Retain 1 Assistant Director, Treasury 1 1 Nil Retain 1 Assistant Director, Other Charges 1 1 Nil Retain 1 Assistant Director, Salaries 1 1 Nil Retain 1 Assistant Director, Revenue Monitoring 1 1 Nil Retain & Re-

train 1 Assistant Director, Internal Audit 1 1 Nil Retain 1 Assistant Director, Stores 1 1 Nil Retain 1 Assistant Director, Training 0 1 Required due to

reassigning of staff development

function

Create/deploy 1

Assistant Director, Records 1 1 Nil Retain 1

60%

0%

40%

0%

Skills variance analysis for Higher education department

Retain

Retain & Re-train

Create

Abolish

44

Assistant Director, Promotions 0 1 Required to perform function

specific tasks

Create/deploy 1

Assistant Director, Admin 1 1 Nil Retain 1 Assistant Chief Executive Officer, Admin 6 6 Nil Retain & Re-

train 6 Assistant Chief Executive Officer, Accounts 1 1 Nil Retain 1 Principal Executive Officer, Admin 8 9 Required due to

increasing workload

Retain 4 Retain & Re-

train 4 Crete/ deploy

1 Principal Executive Officer I, Admin 2 2 Nil Retain 2 Principal Executive Officer II 5 5 Nil Retain 2

Retain & Re-train 3

Senior Executive Officer 7 15 Required due to reassignment of

staff development functions

Retain & Re-train 7 Create/ deploy 8

Higher Executive Officer 6 6 Nil Retain 6 Sub-total 46 59

Skills variance analysis for Finance and administrative department

The skills variance analysis for the Finance and Administration department is presented. A total of 25 posts, representing 42% of the workforce were proposed to be retained. Also, 21 posts, representing 36% of the workforce, were proposed to be retained and re-trained. And 13 posts, representing 22% of the workforce are proposed to be created, which should be filled through deployment of suitably qualified candidates.

Education Planning and Physical Development department


Director, Planning 1 1 Nil Retain 1 Deputy Director, Projects 1 1 Nil Retain 1 Deputy Director, Planning 1 1 Nil Retain 1 Assistant Director Projects 1 1 Nil Retain &

Re-train 1

42%

36%

22%0%

Skills variance analysis for the Finace and admin department

Retain Retain & Re-train Create Abolish

45

Assistant Director, Planning 1 1 Nil Retain & Re-train 1

Chief Project Officer 1 1 Nil Retain & Re-train 1

Principal Education Officer, Planning 1 1 Nil Retain & Re-train 1

Education Management Information System Lead

1 1 Nil Retain 1

Data Processing Officer 6 15 Required due to increasing

demand of the services

Retain & Re-train 6

Create 9

Sub-total 14 23

Skills variance analysis for Educational planning and physical development department

A total of four posts, representing 17% of the workforce, are proposed to be retained. And ten posts, representing 44% of the workforce, are proposed to be retained and re-trained. Also, nine posts, representing 39% of the workforce, were created, which are proposed to be filled through external recruitment.

Mass literacy and skills acquisition department


Director, Mass Literacy and Skills Acquisition

1 1 Nil Retain 1

Deputy Director, Continuing Education 1 1 Nil Retain 1 Deputy Director, Monitoring and Evaluation

1 1 Nil Retain 1

Deputy Director, Literacy 1 1 Nil Retain 1 Assistant Director, Continuing education

1 1 Nil Retain 1

Assistant Director, Monitoring and Evaluation

1 1 Nil Retain & Re-train 1

Assistant Director, Literacy 1 1 Nil Retain 1 Assistant Director, NGOs 1 1 Nil Retain &

Retrain 1 Sub-total 8 8

17%

44%

39%

0%

Skills variance analysis for the Education planning and physical development department


46

Skills variance analysis for Mass literacy and skills acquisition department A total of six posts, representing 75% of the workforce of the department, are proposed to be retained. Two posts, representing 25% of the workforce, are proposed to be retained and re-trained.

10.2 Summary of analysis of workforce plan for KSSQAA

Quality assurance department Posts/Title Existi

ng Recommen

ded Rationale Proposed

Action Director, Quality Assurance 1 1 Nil Retain 1 Deputy Director, Quality Assurance 1 1 Nil Retain 1 Coordinating Assistant Director 6 6 Nil Retain 2

Retain & Re-train 4

Coordinating Assistant Director 3 8 Required due to increasing work

demand and expected service improvement

Retain 2 Create/deploy 6

Sub-total 11 16

Skills variance analysis for Quality assurance department

A total of six posts, representing 37% of the workforce, were proposed to be retained in the Quality Assurance department. Four posts, representing 38% of the workforce, were proposed to be retained and re-trained. Also, six posts, representing 38% of the workforce, were created. There was no abolished post in the department.

Education resource department Posts/Title Existing Recommended Rationale Proposed Action Director, Education Resource 1 1 Nil Retain 1 Deputy Director, Education Resource 1 1 Nil Retain 1

75%

25%0%0%

Skills variance analysis for Mass literacy and skills acquisition department


37%

25%

38%

0%

Skills variance analysis for Quality assurance department


47

Coordinating Assistant Director 11 14 To improve service delivery in zonal

operations

Retain 6 Retain & Re-train 5 Create 3

Chief Education Officer 1 1 Nil Retain 1 Education Officer 1 1 Nil Retain 1 Principal Superintendent of Press II 1 1 Nil Retain 1 Senior Superintendent of Press 1 1 Nil Retain 1 Higher Assistant Education Officer 1 1 Nil Retain 1 Data Processing Assistant 2 6 Increasing work

demand Retain 2 Create 4

Sub-total 20 27 Skills variance analysis for Education resource department

A total of 15 posts, representing 56% of the workforce, were proposed to be retained. Also, five posts, representing 19% of the workforce, are proposed to be retained and re-trained. Seven posts, representing 26% of the workforce, were created, which are expected to be filled by recruitment and deployment of suitable candidates.

Private schools department

Posts/Title Existing Recommended Rationale Proposed Action Director, Private Schools 1 1 Nil Retain 1 Deputy Director, Private Schools 1 1 Nil Retain 1 Coordinating Assistant Director 16 14 To facilitate efficiency

in service Retain 10 Retain & Retrain 4 Abolish 2

Coordinating Assistant Director (Acting)

6 6 Nil Retain 6

Principal Education Officer (PEO) 3 3 Nil Retain & Re-train 3

Sub-total 27 25

56%

18%

26%0%

Skills variance analysis for Education resource department


48

Skills variance analysis for Private school department A total of 18 posts, representing 67% of the workforce, were proposed to be retained in the Private School department. Seven posts, representing 26% of the workforce, were proposed to be retained and re-trained. Also, two posts, representing 7% of the workforce, were abolished.

Finance and administration department Posts/Title Existing Recommended Rationale Proposed Action Director, Finance and Administration 1 1 Nil Retain 1 Deputy Director, Finance 1 1 Nil Retain 1 Deputy Director, Admin 1 1 Nil Retain 1 Principal Executive Officer I (Accounts) 1 1 Nil Retain & Re-

train 1 Principal Executive Officer II (Accounts)

1 1 Nil Retain & e-train 1

Assistant Chief Executive Officer (Admin)

1 1 Nil Retain & re-train 1

Principal Executive Officer I (Admin) 1 1 Nil Retain 1 Store Officer 1 1 Nil Retain 1 Principal Executive Officer II (general) 1 1 Nil Retain 1 Assistant Store Officer 0 1 Due to increasing

workload Create 1

Senior Executive Officer 2 1 To promote efficiency Retain 1 Abolish 1

Executive Officer 1 1 Nil Retain 1 Confidential Secretary 1 4 Required to serve

each of the four department

Retain & Re-train 1 Deploy 3

Chief Internal Auditor 1 1 Nil Retain & Re-train 1

Principal Executive Officer (Audit) 1 1 Nil Retain 1 Sub-total 15 18

Skills variance analysis for Finance and administration department

Retain67%

Retain & Re-train26%

Create0%

Abolish7%

SKILLS VARIANCE ANALYSIS FOR PRIVATE SCHOOLS DEPARTMENT

49

A total of nine posts, representing 48% of the workforce in the Finance and Administration department, were proposed to be retained. Five posts, representing 26% of the workforce, were proposed to be retained and re-trained. Also, four posts, representing 21% of the workforce, were created. One post (5%) of the workforce was proposed to be abolished.

Summary of Existing and Proposed Establishment for Teachers Service Board

Posts/Title Existing Recommended

Rationale Proposed Action

1. Administration and Finance Department Chairman 1 1 Nil Retain Director (admin) 1 1 Nil Retain Deputy director (finance) 1 1 Nil Retain Assistant director, Administration 0 1 To coordinate

administration unit of the department

Deploy

Admin officer 3 4 Due to increasing administrative

services

Retain 3 Deploy 1

Staff officer 1 1 Nil Retain Executive officer, account 4 6 Due to increasing

workload and service demand

Retain 4 Deploy 2

Monitoring & Evaluation Officer 2 3 Due to increasing functional

requirements

Retain 2 Deploy 1

PA to the chairman 1 1 Nil Retain Chief Internal auditor 1 1 Nil Retain & Re-

train Director, Recruitment 1 1 Nil Retain Deputy director, Promotion, Recruitment and Discipline & Appeal

2 3 For coordination of key functions

Retain & Re-train 2

Deploy 1 Asst. Director 0 3 Due to merger of

departments (3 core functions)

Deploy

Admin officer 3 4 Increasing demand of service

Retain 3 Deploy 1

Executive officer (general) 4 6 Due to expansion of services

Retain 4 Recruit 2

Total 25 37

1.16 10.2 Skills Variance Analysis – TSB For TSB, a total of 21 posts, which represents 60% of the workforce are proposed to be retained, whereas 3 posts (8% of workforce) are proposed to be retained and re-trained to close skills deficiencies. Also 9 posts which represent 26% of the workforce are proposed to be filled through

48%

26%

21%5%

Skills variance analysis for Finance and administration department

Retain Retain&Re-train Create Abolish

50

deployment of suitable candidates, and 2 posts (6%) of the workforce are proposed to be filled through recruitment.

Workforce Plan for Scholarship Board (KSSLB) Posts/Title (From the Establishment

Plan) Existing Recommended Rationale Proposed Action

Executive Secretary 1 1 Nil Retain Personal Assistant 1 1 Nil Retain & Re-

train Legal Adviser 0 1 Due to the additional

mandate (Loan) of the board

Deploy

Technical Assistant 1 0 Functions should be merged with PA

Redeploy

Chief Internal Auditor 1 1 Nil Retain & Re-train

Assistant Chief Auditor 1 1 Nil Retain Director, Administration 0 1 The need for

substantive department head

Deploy

Deputy Director, Operations 1 1 Nil Retain Monitoring and Evaluation Officer 1 1 Nil Retain & Re-

train Data Processing Officer 1 2 The increasing

workload demand for additional officer

Retain & Retrain 1

Recruit 1 Staff Officer 1 1 Nil Retain Human Resource Officer 0 1 To undertake staffing

welfare issues Recruit

Admin Personnel (registry) 4 4 Nil Retain Director, Academics 1 1 Nil Retain Deputy Director, Academics 1 1 Nil Retain Student Affairs Officer 1 1 Nil Retain Guidance and Counselling Officer 1 2 Due to increasing need

for service Retain & Re-

train 1 Recruit 1

Director, Finance and Supply 1 1 Nil Retain Deputy Director, Finance 1 1 Nil Retain

60%8%

26%6%

Skills Variance Analysis - TSB

Retain Retain & Retrain Deploy Recruit

51

Workforce Plan for Scholarship Board (KSSLB) Posts/Title (From the Establishment

Plan) Existing Recommended Rationale Proposed Action

Chief Accountant 1 1 Nil Retain & Re-train

Assistant Chief Accountant 1 1 Nil Retain Senior Accountant 1 1 Nil Retain Cashier 1 1 Nil Retain Store Officer 1 1 Nil Retain

Sub-Total 24 28 1.17 10.3 Skills Variance Analysis–Scholarship and Loans

Board (KSSLB) A total of 17 posts, representing 60% of the workforce of KSSLB, are proposed to be retained. While 6 posts, 20% of the workforce, are proposed to be retained and re-trained, as a result of skills deficiencies identified. Also, 2 posts (7% of workforce) are proposed to be filled by deployment of suitable candidates, 3 posts (10% of workforce) are proposed to be filled by recruitment, and 1 post (3% of workforce) is proposed to be redeployed/abolished.

Workforce Plan – Library Board Posts/Title Existing Recommended Rationale Proposed

Action Director 1 1 Nil Retain Deputy Director Admin. & Finance 0 1 Required to

coordinate various units

Deploy

Chief Accountant 1 1 Nil Retain & Re-train

Assistant Director (Training) 1 1 Nil Retain Asst. Chief Confidential Secretary 1 2 Required due to

increasing workload

Retain 1 Deploy 1

Asst. Chief Executive Officer (Accounts) 1 1 Nil Retain Senior Works Superintendent 1 3 Required due work

demands Retain 1 Deploy 2

Staff Officer 0 1 Required to facilitate staff information processing

Deploy

Retain60%

Retain & Re-train20%

Deploy7%

Recruit10%

Redeploy3%

SKILLS VARIANCE ANALYSIS - SCHOLARSHIP BOARD (KSSLB)

52

Higher Executive Officer Admin. 1 3 Due to government commitment to expand library

operations

Retain 1 Recruit 2

Store Officer 0 1 Required to facilitate

movement of items

Deploy

Senior Clerical Officer (Accounts) 2 2 Nil Retain & Re-train

Internal Auditor 0 1 Due to increasing financial

transactions

Deploy

Director, Technical Services 0 1 Required to have a substantive head of

department

Deploy

Deputy Director, Technical Services 0 1 Required to coordination zonal

operations

Deploy

Assistant Director 1 1 Nil Retain Senior Librarian (Acquisition) 1 2 Due to expansion

of library operations

Retain 1 Deploy 1

Chief Printing Officer 0 1 To facilitate printing and

documentation

Recruit

Principal Confidential Secretary I 1 2 Due to increasing workload

Retain & Re-train 1

Recruit 1 Librarian I (cataloguing) 0 2 Due to expansion

of library operations in zones

Recruit

Principal Library Officer II 1 2 Due to expansion of operations

Retain 1 Recruit 1

Library Officer 0 4 Due to increasing workload resulted from opening of new libraries

Recruit

Asst. Printing Officer 0 2 Due to increasing workload

Recruit 2

Director, Reader Services 0 1 Lack of substantive department head

Deploy

Deputy Director 1 1 Nil Retain Chief Library Officer 2 6 Due to expansion

of operations Retain & Re-

train 2 Deploy 4

Asst. Chief Library Officer 6 8 Due to increasing zonal operations

Retain 6 Recruit 2

Principal Library Officer I 1 6 Due to increasing zonal operations

and E-library

Retain & Re-train 1

Recruit 5 Principal Library Officer II 13 16 Due to increasing

zonal operations and E-library

Retain & Re-train 13

Recruit 3 Senior Library Officer 4 8 To be posted to

new zonal libraries Retain & Re-

train 4 Deploy 4

53

Higher Library Officer 0 10 Due to increasing zonal operations

and E-library

Recruit

Library Officer 3 12 To take charge of zonal libraries

Retain 3 Recruit 9

Assistant Library Officer 1 14 To be posted to zonal libraries

Retain 1 Recruit 14

TOTAL 44 118

1.18 10.4 Skills Variance Analysis – Library Board (KSLB)

The Library Board is grossly understaffed due to neglect over a long period. However, there is renewed commitment by the present administration in the State to improve the reading culture among the people of the State by re-establishing functional libraries in every zone. A total of 22 posts which represents 19% of the recommended workforce are proposed to be retained. Another 27 posts, which represents 23% of the workforce, are proposed to be retained and re-trained. Also 21 posts (18% of the workforce) are proposed to be filled through deployment of suitable candidates. In addition, 47 posts (40% of the workforce) are proposed to be filled through recruitment.

1.19 10.5 Gender Analysis There appeared to be a good representation of women across the education sector in the State. A total of 31.5% (thirty staff) of the current employees in MOEST are female, while 68.5% (sixty-four staff) are male. For KSSQAA, 38% (twenty-eight staff) of current employees are female, while 62% (forty-five staff) are male. Although this could be improved.

M O E S T K S S Q A A

68.50% 62%

31.50% 38%

GENDER ANALYSIS OF WORKFORCE

MALE FEMALE

19%

40%23%

18%

Skills Variance Analysis - Library Board (KSLB)

Retain Recruit Retain & Re-train Deploy

54

SECTION ELEVEN: REPLACEMENT PLAN Replacement planning is a systematic process of analysing personnel exit from the organisation and making proactive efforts to close skill gaps to ensure continuity in service. The replacement planning process helps to track the trend in staff turnover and determine specific impacts of the situation on the health of the organisation. Replacement planning allows an organisation to diagnose its workforce, to identify risk associated to its functioning and proactively deployed mitigating factors. Replacement planning outcomes allow an organisation to make conscious decisions to promote sustainable and continuous development of employees and ensure that key positions maintain some measures of stability linked to the organisation’s functions in the short and medium terms. This will enable the MDAs to focus on their objectives and operate optimally, whilst also improving efficiency in service delivery.

1.20 11.1 Analysis of the Current vacancies in MOEST The analysis of current vacancies refers to the number of staff that has exited the service within the past two years. Table 11: Summary Staff Turnover rate

Department Current vacancies2(past two years) Percentage of staff replaced

No. of staff departed

Number replaced

Public Schools 5 5 100%

Science & Technology 1 1 100%

Higher Education 2 2 100%

Finance & Administration 10 10 100%

Project Planning & Physical Development

2 0 0%

Mass Literacy & Skills Acquisition 4 4 100%

As shown in the table 11 above, a total of five staff have exited the Public Schools department within the past two years and all of them have been replaced. Similarly, for Science & Technology, Higher Education, and Finance & Administration departments, the total number of staffers that have exited the departments within the last two years are one, two and ten respectively. All of these staffers have been replaced accordingly. However, in the Project & Planning department, two staff have exited within the last two years and none of these has been replaced. In the Mass Literacy department, a total of four staffers have exited the service within the past two years and all have been replaced. In summary, 92% of the staffers that have exited the service within the past two years, in MOEST have replaced.

1.21 11.2 Analysis of future vacancies in MOEST The analysis of future vacancies refers to the number of staffers that is expected to exit the service within the next two years.

2 Staff that left the service within the past 2 years,

55

Table 12: Analysis of future vacancies

Department Future vacancies3 (Next two years)

Total workforce Percentage

Public Schools 4 12 33%

Science & Technology 2 11 18%

Higher Education 2 3 67%


Project planning & physical development

0 14 0%

Mass Literacy & Skills Acquisition

2 8 25%

A total number of four staffers are expected to leave the service within the next two years in the Public-School department, this represents 33% of the workforce. In the Science and Technology department, a total of two staff would be exiting the service within the next two years, which represents 18% of the department’s workforce. For Higher Education department, a total of two staff, representing 67% of the workforce, would be leaving the service within the next two years. For Finance & Administration, and Project Planning & Physical development departments, no staff loss is expected within the next two years. However, for the Mass Literacy & Skills Acquisition department, a total of two staffers, representing 25% of the workforce, are expected to leave service within the next two years. Figure 13: Comparative analysis of Trend of staff turnover

Based on the analysis above, it is recommended that MOEST should develop succession planning to proactively identify a pool of staffers that would assume the key roles in the Ministry when the vacancies occur.

3 Staff that is expected to leave service within the next 2 years

02468

10

Current vacancies Expected vacancies

54

122 2

10

02

0

TREND OF STAFF TURNOVER

Public Schools Science & Tech Higher Education Finance & Admin Project & Planning

56

1.22 11.3 Gender based analysis in the current and future vacancies in MOEST

A gender-based analysis of the trend of staff turnover is indicated in the Table 13 below. Table 13: Staff turnover by gender

Department Current Vacancies (Past two years)

Future Vacancies (Next two years)

Male Female Male Female

Public Schools 3 2 3 1

Science & Tech 0 1 2 0

Higher Education 2 0 0 1

Finance & Administration 5 5 0 0

Project Planning & Physical Development

1 1 2 0

Mass Literacy & Skills Acquisition 0 4 0 2

1.23 11.4 Analysis of the current vacancies in KSSQAA

Table 14: analysis of current vacancies in kssqaa

Department Current vacancies4 Percentage of staff replaced

No. of staff departed

Number replaced

Quality Assurance 7 7 100%

Education Resource 11 11 100%

Private Schools 8 2 25%


Total 28 21 75%

As shown in the table above, in the Quality Assurance department, seven staffers have exited the service within the past two years, and they have all been replaced. Similarly, a total number of eleven staffers have exited the Education Resource department within the last two years and they have all been replaced. For the Private School department, eight staffers have exited the service within the last two years and only 25% of the exited staff have been replaced. For the Finance and Administration department, two staffers have exited the service within the last two years and one staff has been replaced (50%). In summary, the average replacement rate for KSSQAA is 75%, because 75% of the posts that became vacant within the last two years have been replaced.

4 Staff that left the service within the past 2 years,

58

1.24 11.5 Analysis of the future vacancies in KSSQAA This subsection analysed the future vacancies, that is, the staffers that are expected to exit the service within the next two years. Table 15: analysis of future vacancies in kssqaa

Department Future vacancies5 Total workforce Percentage

Quality Assurance 7 11 64%

Education Resource 9 22 41%

Private Schools 4 27 15%


Total 20 78 25%

As shown in the table above, a total number of seven staffers are expected to leave the Quality Assurance department, that is, the department is expected to lose 64% of its workforce within the next two years. Also, for the Education Resource department, a total of nine staffers, representing 41% of the workforce, are expected to leave within the next two years. For the Private school department, a total of four staffers (15% of the workforce) are projected to exit the service within the next two years. The Finance and administration department is not expected to lose any staff within the next two years. On the average, 25% of the workforce of KSSQAA is expected to exit the service within the next two years. Therefore, it is recommended that succession planning should be developed as a proactive measure to identify a pool of staffers that would occupy these roles when it becomes vacant.

1.25 11.6 Gender analysis in the current and future vacancies in KSSQAA

A gender analysis of the trend of staff turnover is indicated in the Table 16 below. Table 16: Gender based analysis for kssqaa

Department Current Vacancies (Past two years)

Future Vacancies (Next two years)

Male Female Male Female

Quality Assurance 5 2 2 5

Education Resource 6 5 5 4

Private Schools 1 7 3 1

Finance & Administration 2 0 0 0

Detailed information on the replacement plan can be found in Annex I.

5 Staff that is expected to leave service within the next 2 years

59

SECTION TWELVE: PERFORMANCE MANAGEMENT FREAMEWORK A performance management framework involves the existence of relationships between objectives, a procedural approach and expected service quality (results). The principal elements of the performance management include efficiency, effectiveness and continuous improvement. The process starts with the organisation clarifying its objectives in relation to the specific functional areas, and goal setting from the processes that the organisation should strive to achieve. The performance management framework for the Ministry highlighted specific service areas, and performance objectives were set based on the rationale and service expectations. These are presented in the Table 17 below: Table 17: Performance Management Framework for moest

MOEST Functional/ Service area

Performance objective/goals

Strategies/ Approach Key performance Indicators

Timeline

EDUCATIONAL PLANNING AND PHYSICAL DEVELOPMENT DEPARTMENT

Conducting annual school census

To have reliable education data for planning and decision making

• Producing census questionnaires

• Conducting State EMIS committee meeting

• Training supervisors, enumerators, EMIS officers on collection, collation and analysis of data

• Number of supervisors/ enumerators trained

• Number of public and private schools covered at all levels within the State

• Number of LGEA EMIS officers trained

• Annual school census report produced

Q2 2019

Conducting annual education sector performance review (AESPR)

To monitor education budget performance and learning outcomes

• Conducting technical working group (TWG) meetings

• Analysing departmental budget expenditure, activities and level of implementation

• Number of TWG meetings conducted

• AESPR report produced

Q3

Processing and managing contract award

To ensure provision of quality infrastructure

• Conducting needs assessment

• Preparing contract award and payment

• Monitoring the execution of contract awarded

• Number of useable classrooms

• Number of schools with potable water

• Number of schools with useable toilets

Q4 2019

PUBLIC SCHOOLS DEPARTMENT Implementing students exchange programme within the northern States

To foster unity and culture diversification

• Coordinating students’ exchange programs and schools with participating States

• Number of students enrolled on exchange programme

Annually

60

Returning of married adolescent girls/drop-out to school (Second Chance Education)

To reduce the number of out-of-school adolescent girls by 30%

• Sensitising and mobilising stakeholders across target communities

• Identifying drop-out girls and registering them with support for their education

• Percentage of out-of-school girls that returned back to school

Q4 2019

Coordinating health care services and sporting activities in schools

To enhance the general well-being of students in schools and development of sporting activities

• Implementing family life & HIV education (FLHE)

• Organising sporting competitions in schools

• Facilitating enlightenment programmes on prevention of diseases

• Number of basic drugs/ health equipment in schools

• Number of learners reached on FLHE programme

• Number of inter and intra zonal competitions held

Q4 2019

Upgrading of junior secondary to senior secondary school

• To decongest 15 senior secondary schools

• To increase transition rate from junior to senior secondary schools from 70% to 75%

• Access reports of such schools from QAA for approval

• Implement quality assurance recommendations

• No. of JSS upgraded Q4 2019

Selecting special needs learners for admission into special education and integration schools

To increase the number of special needs learners with access to quality education

• Sensitising campaigns across communities in the State

• Screening of prospective candidates

• Number of special needs learners enrolled in special education and integration schools

Q4 2019

MASS LITERACY DEPARTMENT Establishment and management of literacy and continuing education centres

To expand and improve adult literacy from 47% to 64% especially for youth and women who missed the formal school by 2021

• Advocacy, sensitisation and mobilisation of traditional, religious and community leaders

• Follow-up activities in all centres

• Produce quarterly monitoring reports for all the 23 LGAs

• No. of literacy and continuing centres in the State

• No. of learners enrolled in the State

Q4 2021

SCIENCE AND TECHNOLOGY DEPARTMENT Improving quality of science, technical and vocational education in senior secondary schools

To improve students’ performance in science, technical and vocational examinations

• Ensuring that science laboratories and technical workshops are fully equipped

• Organising inter and intra State and zonal competitions

• Training and retraining science and technical teachers

• Number of science laboratories and technical workshops fully equipped

• Number of competitions organised

• Number of science and technical teachers trained

Q4 2021 Q4 2020

HIGHER EDUCATION DEPARTMENT

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Monitoring the activities of private tertiary institutions

• To ensure strict compliance with approved courses

• Identifying and monitoring private tertiary institutions in the State

• Number of private tertiary institutions in compliance with the approved courses

• Number of courses in private tertiary institutions accredited

• Number of students enrolled in private tertiary institutions

Q4 2019

Capturing the number of Kaduna State citizens in different tertiary institutions in and outside the country

• To determine the literacy rates and transition from secondary schools to tertiary institutions

• Developing robust database for students in tertiary institutions

• Number of students enrolled in tertiary institutions in and outside the country

Q4 2019

Interfacing between the MOEST and public tertiary institutions

• Create synergy between relevant institutions

• Participating in the relevant institutions’ meetings

• Ensuring the active participation of public tertiary institutions in the MOEST strategic planning and education evaluation

• Number of meetings attended

• Number of reports submitted by tertiary institutions

Q4 2019

FINANCE AND ADMINISTRATION DEPARTMENT Personnel audit and welfare

• Ensure credible and reliable schools and staff data

• Staff welfare and

motivation

• Develop template for staff audit, assets and inventories

• Conduct headcount across the schools

• Harmonise report for evaluation

• No. of staff on payroll • No. of infrastructural

facilities in schools • No. of staff due for

retirement • No. of staff due for

promotion • No. of vehicles and

serviceable machines

Q4 2019

Kaduna State Schools Quality Assurance Authority (KSSQAA) Functional/ Service area

Performance objective/goals

Strategies/ Approach Key performance Indicators

Timeline

Conducting junior secondary certificate examination

To determine the level of success of basic education

• Ensuring all JSS 3 students are registered for JSCE

• Increasing coverage of schemes of work

• Enhancing mock examination

• Number of candidates that pass

• % pass in mock examinations

• % pass in JSCE • Number of students that

registered for JSCE

Q4 2019

Registering private schools

Ensure that unregistered schools are registered from 50.7% to 65%

• Clustering private schools to field officers

• Monitoring of both registered and unregistered schools

• % of private schools registered

Q4 2019

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Conducting whole school evaluation

To ensure delivery of quality teaching and learning with 80% efficiency

• Distributing evaluation materials to schools

• Collecting evidences • Observing lessons, interview

and discussion • Report writing and critiquing

• Improve learners’ performance rate to 80%

Q4 2020

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SECTION THIRTEEN: SERVICE CHARTER A service charter serves as a performance management tool for the organisation as it provides an opportunity for the MDA to view itself from the lens of its clients. This helps the Ministry to perform a self-assessment on how it is delivering on its key functions. The outcome of this process is an increase in organisational capacity for learning and improvement, as well as making the organisation accountable to its stakeholders. And the overall outcome is improved service delivery to the public. The leadership and management team of MOEST discussed the concept of service charter and noted that it comprises identification of key service components, prioritisation of services, mapping clients and customers (individuals and organisation accountable to), defining minimum service standards, and feedbacks mechanism. The outcome of this exercise is summarised in the Table 18 below. Table 18: Service Charter: MOEST

1. Mandate and overall functions of the Ministry of Education, Science and Technology

Mandates:

1. Formulate, supervise, monitor and evaluate implementations of all educational legislations, policies and programmes in the MDAs

2. Establishment, construction and maintenance of public schools at all levels

3. Promotion of quality education at all levels with emphasis on science, technical, vocational education, innovations and ICT

4. Establishment and maintenance of education management information system (EMIS)

5. Liaison with Federal Ministry of Education and other agencies

6. Provision of teacher professional development and welfare 7. Provision of inclusive education for adults, non-formal

literacy and individuals with special needs Functions:

1. Supervising the activities of State education parastatals and agencies

2. Planning, implementation, control, monitoring and Evaluation of Adult, non-formal, vocational and Continuing Education activities in the State

3. Assessing, registering and monitoring of private (basic and post-basic) educational institutions in the State

4. Establishing a self-evaluation and compliance system (policies, laws and guidelines) in the schools, publish annual performance ranking

5. Monitoring, evaluating and implementing educational policies and programmes

6. Developing and maintaining quality assurance evaluation guidelines, operational guidelines and quality control for basic and post basic education in the State

7. Developing harmonised schemes from national curriculum and conduct qualifying entry and other examinations in basic and post-basic schools in the State

8. Provision of electronic and hard copies of literature for public schools and public libraries

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2. Envisioning the Future

Vision:

The vision of Kaduna State Ministry of Education, Science and Technology is to “Be a model for quality and inclusive education in Nigeria.”

Mission:

“To provide qualitative and equitable education to males, females and persons with special needs, through working with relevant stakeholders for the citizens to attain their full potentials, moral uprightness and defend democratic ideals as well as accept and value our diversity.”

Policy Objectives/Our commitment:

• Ensure increase in access, retention and completion rates at all levels, • Ensure adequate coverage and high level of inclusiveness, • Improve learning achievement and teaching quality, • Ensure adequate infrastructure at all levels, • Improve Education Management Information System, • Improve monitoring and evaluation system, • Improve motivation of teachers through enhanced terms and conditions

of service, • Ensure sustainable funding and efficient management of financial

resources in the education.

To continue improving standards of services, we would be transparent and give correct information, in a clear and simple language. We strive to execute our duties within our guiding core values:

• Professionalism: exhibit competence and adherence to best practices in education service delivery

• Integrity: work faithfully and transparently according to laid down rules and procedures to achieve educational objectives

• Accountability: responsiveness, probity and transparency in delivery of education services

• Teamwork: Involving all stakeholders in planning and delivery of quality and inclusive education

• Equity: To be just and fair in the provision of education

3. The key services offered by Ministry of Education, Science and Technology

1. Policy formulation and enforcement, standards setting, planning, implementation, monitoring & evaluation of educational activities in the State;

2. Establishment, construction and maintenance of public educational institutions;

3. Provision of all forms of education at all levels; and

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4. Appointments, promotion, welfare, discipline and professional development of teachers and other personnel in public educational institutions;

5. Creating and maintaining enabling environment for quality education in the State.

4. Target beneficiaries /users

1. Learners, teachers and parents

2. Civil society groups

3. School based management organisations

4. Old student associations

5. Clients’ obligations

To assist us in achieving the service standards in this charter, our clients have the following obligations:

1. To pay the required statutory fees and charges, where applicable, and obtain appropriate Treasury Receipt;

2. Not to offer inducements to our staff for the service demanded;

3. To follow due process in all transactions with the organisation;

4. To offer feedback or complaints at any point in time with regards to the quality of our services and service failure;

5. To exercise their right to appeal and seek recourse for service failure;

6. To indemnify the organisation for any false claims, accusations and other unsubstantiated allegations as may be determined by an appropriate Disciplinary Committee set up by the Honourable Commissioner or his/her representative.

6. Performance standards

1. Domestication of national curriculum to the completed within one year after review and publication at national level.

2. Recruitment of teaching and non-teaching staff in the Ministry will be conducted in a transparent manner and shall be based on merit. Also, appointment shall be confirmed within three weeks of completion of the interviews.

3. Comprehensive standards quality assurance assessments shall be carried out in all educational institutions at least once in every three years.

4. Registration of educational institutions and programmes shall be completed within one month from the receipt of the completed application package/forms at the Ministry.

5. Award of scholarships shall be in compliance with set guidelines and criteria, including due consideration for gender and social inclusion.

6. Quarterly publications of newsletters and update of Ministry website to provide information to stakeholders.

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7. Complaints and grievances procedure

All stakeholders are entitled to make complaints regarding the services we offer. Complaints should be made through e-mails, SMS, phone calls, writing or verbally in person.

In handling clients’ suggestions, feedback and complaints:

1. We shall listen to clients, acknowledge receipt, record and treat all complaints with confidentiality;

2. We shall not discriminate against our clients in handling complaints and suggestions they make, and we shall give equal treatment to all clients who are dissatisfied with our services;

3. We shall investigate all complaints, take necessary action and give feedback to complaints on progress of resolution within one week of receipt;

4. We encourage clients to provide us with accurate and reliable details to help us resolve their complaints, for example, by providing their contact details.

Clients can send any complaints or feedback on our services in writing, email or phone to any of the following:

The Permanent Secretary’s Office,

Ministry of Education, Science and Technology,

State Secretariat, Independence Way, Kaduna

Phone:

Email Address:

8. Suggestions You are encouraged to make suggestions through the various boxes in different areas of our premises. You may also make complaints to the Ministry in person or through email and SMS. If you are dissatisfied or have concerns about our day-to-day services, please discuss this with the person you dealt with or their supervisor, and we will try to resolve your concerns immediately. However, if you are still not satisfied, please contact the Public Relations Officer in person or through the contacts provided below, who will respond to your compliant or resolve the issue within five (5) working days.

9. Contacts Public Relations Officer

Ministry of Education, Science and Technology,

State Secretariat, Independence Way, Kaduna

Phone:

Email Address:

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Annex I: Replacement Plan List of Staff turnover in the past two years

S/N Post Holders Gender GL Cadre Reasons Date of Departure

Mitigating approach

Importance of Role

Ministry of Education, Science and Technology 1 John Kantiok M 16 Director Death 11/2017 Replace High 2 Yakubu Ibrahim M 16 Director Transferred 8/2017 Replace High 3 Maureen Sunday F 9 Chief Typist Retired by

policy 1/2018 Replace Medium

4 Maria Thomas F 9 Conf. Secretary

Retired by policy

1/2018 Replace Medium

5 Bernard Godwin M 4 Messenger Retired by policy


6 John Bala Gora M 16 Director Retired by policy

1/2018 Replace High

7 Stephen Haruna Micah

M 16 Director Retired by policy

1/2018 Replace High

8 Esther Idi Ishaya F 16 Director Retired by policy

1/2018 Replace High

9 Abdullahi Idris M 14 Asst. Director Retired by DOA

1/1/2017 Vacant High

10 Susan Kantiok F 7 Clerical Officer

Retired by policy

1/1/2018 Vacant Medium

11 Rebecca I. Maigida F 16 Director Retired by DOB

25/10/2018 Replace High

12 Hauwa I. Akut F 15 Deputy Director

Retired by DOB


13 Malkatu Wetsi F 16 Director Retired by DOB


14 Salomi K. Gwamna F 16 Director Transferred 1/2019 Replace High 15 Nasiru Ladan M 14 Asst. Director Retired by

policy 1/2018 Replace High

16 Afiniki Ishaya F 14 Asst. Director Retired by policy

1/2018 Replace High

17 Daniel Esther F 14 Asst. Director Retired by policy

1/2018 Replace High

18 Waziri Jonathan M 13 ACEO Retired by policy

1/2018 Replace High

19 Hadiza Aliyu F 13 CAO Transferred 8/2018 Replace High 20 Bosan David Titus M 12 PAO Transferred 8/2018 Replace High 21 Para Naomi Shehu F 10 PEO Retired by


22 Nyam Nathan Adamu M 7 Chief Clerical Officer

Retired by policy


23 Lydia Yusuf F 14 Asst. Director Retired by policy

1/2018 Replace High

24 Bissalah Barau Boniface

M 14 Asst. Director Retired by policy

1/2018 Replace High

TEACHERS' SERVICE BOARD 1 Alan Audu M 16 Director Retired by

policy 1/2018 Vacant High

2 Rhoda Maxwell F 15 Deputy Director

Retired by policy

1/2018 Vacant High

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3 Sadiya Halidu F 15 Deputy Director

Retired by policy

1/2018 Vacant High

4 Ruth Gado F 8 HEO Retired by policy

1/2018 Vacant Medium

5 Hassana Yakubu F 6 Clerical Assistant

Retired by policy


6 Sale Haruna M 6 Clerical Assistant

Retired by policy


7 Helen Joseph F 9 SCS Retired by policy


8 Istifanus Peter M 4 HW Retired by policy


9 Idris Ibrahim Saeed M 15 Deputy Director

Transferred 27/8/2018 Replace High

10 Tasiu Aliyu M 16 Director Transferred 4/7/2018 Replace High 11 Umar Mustapha

Danraka M 16 Director Transferred 4/7/2018 Replace High

12 Abigail B. Adzeh F 16 Director Transferred 25/8/2017 Replace High 13 Aliyu Malam M 8 HEO (ACCT) Transferred 27/8/2018 Vacant Medium 14 Esther Yohana F 3 Matron Retired by

policy 1/2018 Vacant Medium

15 Danjuma M. Ahmadu M 13 PSO Transferred 27/8/2018 Replace High

LIBRARY Board 1 Hadiza Danazumi

Kisabo F 14 Asst. Director Retired by


2 Danjuma Jatau M 13 CEO Stores Retired by policy

1/2018 Vacant High

3 Sale Ahmed M 14 CEO Admin Retired by DOA

2/2/2018 Vacant High

4 Suleiman Bature M 10 Prin. Bindery Officer

Retired by policy


5 Ayuba Madaki M 7 Clerical Officer

Retired by policy


6 Danjuma Jatau Ogah M 14 Chief Accountant

Retired by policy

1/2018 Replace High

QUALITY ASSURANCE AUTHORITY (KSSQA) 1 Abdul Mohammed M 16 Director Retired by


2 Patricia Gimba F 16 Director Retired by policy

1/2018 Replace High

3 Solomon Afuwan M 16 Director Retired by policy

1/2018 Replace High

4 Zakari Abdul M 15 Deputy Director

Transferred 9/2018 Replace High

5 Yunusa Abdullahi M 8 HEO Death 12/2017 Replace Medium

6 Rose Biban F 10 Accountant Transferred 1/2018 Replace Medium 7 Yusuf S. Yaro M 15 Accountant Transferred 1/2018 Replace Medium

8 Talatu A. Mustapha F 16 Director Retired by policy

1/2018 Replace High

9 Adze Young M 16 Director Retired by DOA

5/2017 Replace High

10 Rifkatu Yatai F 16 Director Retired by policy

1/2018 Replace High

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11 Hauwa Maaji F 16 Director Retired by policy

1/2018 Replace High

12 Mika S. Bagudu M 15 Deputy Director

Retired by DOA


13 Amina Danjuma F 13 Library Officer

Retired by policy


14 Yunusa Sule M 10 PEO Retired by policy


15 Shawai Danjuma M 8 HEO Retired by policy


16 Chindo Eugene M 7 Printer Retired by policy


17 Bako Nabilki M 4 Security Retired by policy


18 Arege Esther F 13 CEO (ACCT) Transferred 2018 Replace Medium 19 Hauwa B. Aliyu F 13 AEO Retired by

policy 1/2018 Vacant Medium

20 Cecilia Boman F 15 Deputy Director

Retired by policy

1/2018 Vacant High

21 Elizabeth Bako F 16 Director Retired by policy

1/2018 Vacant High

22 Sani Labaran M 16 Director Retired by policy

1/2018 Vacant High

23 Maryam Jika F 16 Director Retired by policy

1/2018 Vacant High

24 Elizabeth Makama F 16 Director Retired by policy

1/2018 Vacant High

25 Hajara Adamu F 16 Director Retired by DOB

2017 Vacant High

26 Alice Taka F 14 Asst. Director Retired by DOB

2017 Vacant High

27 Isa Tanko Soba M 15 Deputy Director

Transferred 2018 Replace High

28 Isiyaku Sani M 10 PEO Transferred 2018 Replace High

SCHOLARSHIP AND LOANS BOARD 1 Sa'ad S. Doka M 16 Director Transferred 4/9/2018 Replace High

2 David S. Goni M 16 DFA Transferred 27/8/2018 Replace High 3 Talatu A. Galadima F 16 Director Transferred 17/12/2018 Replace High

4 Bashir Isiyaku M 15 Deputy Director

Transferred 27/8/2018 Replace High

5 Micah Yahaya M 14 SO Transferred 4/6/2018 Replace High 6 Aliyu Tanko M 13 ACEO Transferred 27/8/2018 Replace High

7 Ladi N. Hayab F 14 G&C Officer Retired by policy


8 Hannatu Auta F 6 AEO (ACCT) Retired by policy


9 Agnes Philip F 7 Typist Retired by policy


10 Danasabe Maude M 4 Messenger Retired by policy


11 Aminu Bala M 4 Messenger Retired by policy


12 Yusuf Nkut M 7 Driver Retired by policy


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List of staff expected to leave service within the next two years.

Post holder/Title Gender GL Cadre Reasons Date of Departure

Mitigating approach

Importance of Role

Replacement options

Ministry of Education, Science and Technology MUSA DAHURU ANCHAU

M 16 Director Retired by DOB

7/1/2021 To be replaced High Promotion

HUSAMATU UMAR DABO



DAVID ELIZABETH FATIMA

F 16 Director Retired by DOA


YAKUBU ABEL HABILA



Habiba Kisha F 16 Director Retired by DOB


Mustapha Rabiu Zuntu



El-Umar Moh'd Lawal

M 14 Assistant Director

Retired by DOB

13/02/2020 To be replaced High Transfer

Yakubu Ubale Salisu M 16 Director Retired by DOA


Philip Bahago M 16 Director Retired by DOA


Justina I. Yahaya F 16 Director Retired by DOB


Hauwa Nana Yahaya F 14 Assistant Director

Retired by DOB


TEACHERS' SERVICE BOARD Yayock A. Numana M 16 Director Retired by

DOB 2/2/2020 To be replaced High Transfer

Yakasai A. Musa M 12 EOI Retired by DOB


KSQAA Maureen Wyam F 16 Director Retired by

DOA 2020 To be replaced High Promotion

Muhammad Danbaba

M 16 Director Retired by DOA

2020 To be replaced High Promotion

Mary Mawure F 16 Director Retired by DOA

2020 To be replaced High Transfer

Daniel Giwa M 16 Director Retired by DOA


Laitu Bala F 15 Deputy Director

Retired by DOA


Lydia Bako F 16 Director Retired by DOA


Halima Jumare F 16 Director Retired by DOA


Shehu Raubilu Ibrahim

M 17 Permanent Secretary

2019 To be replaced High Recruitment

Mohammed Nasiru M 16 Director 9/2020 To be replaced High Promotion

Daniel Elijah M 16 Director 11/2020 To be replaced High Promotion

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Sajoh Samaila M 16 Director 11/2020 To be replaced High Promotion

Turman Ann Duniya F 16 Director 9/2020 To be replaced High Promotion

Maisango Daniel Maro

M 16 Director 6/2020 To be replaced High Promotion

Dalhat Aisha Machido

F 16 Director 7/2020 To be replaced High Promotion

Zakari Ramatu Mohammed

F 15 Deputy Director

1/2020 To be replaced High Promotion

Maureen Umera F 16 Director 9/2020 To be replaced High Promotion Ahmed Rufai Shehu M 16 Director Retired by

DOA 19/11/2020 To be replaced High Promotion

Ali Peter M 16 Director Retired by DOA


Talatu Maryamu Bahago

F 16 Director Retired by DOA


Daniel Kantiok M 15 Deputy Director

Retired by DOA


SCHOLARSHIP AND LOANS BOARD Jummai Z. Dikko F 16 Executive

Secretary Retired by DOB


Nuhu S. Damau M 15 DFA Retired by DOA


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Corporate plan - Kaduna State Government

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