Kaduna State Education Quality Assurance Policy

KadunaStateGovernment

KadunaStateEducationQualityAssurancePolicy

MinistryofEducation,ScienceandTechnology

April2019

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TableofcontentsFOREWORD...................................................................................................................................................3ACKNOWLEDGEMENT...................................................................................................................................4EXECUTIVESUMMARY...................................................................................................................................5SECTION1:GENERALOVERVIEW...................................................................................................................7

1.1 INTRODUCTION..........................................................................................................................................71.2 CURRENTSITUATIONANDEFFORTSTOIMPROVEEDUCATIONLEARNINGOUTCOMES..............................................81.3 REVIEWOFHIGH-LEVELPOLICYDOCUMENT.................................................................................................101.4 THEPROCESSOFDEVELOPINGTHISEDUCATIONQUALITYASSURANCEPOLICY.....................................................12

SECTION2: BROADPOLICYDIRECTION..................................................................................................142.1 VISION...................................................................................................................................................142.2 MISSIONSTATEMENT...............................................................................................................................142.3 QUALITYASSURANCECOREVALUES............................................................................................................142.4 EDUCATIONPOLICYPRIORITYAREASANDQUALITYASSURANCESTRATEGICOBJECTIVES........................................152.5 RATIONALE,SCOPEANDDURATIONOFTHEPOLICY........................................................................................15

SECTION3: QUALITYASSURANCEPOLICYPRIORITYAREAS...................................................................173.1 LEARNERSPERFORMANCEBENCHMARKANDQUALITYSTANDARDS...................................................................17

SECTION5: QUALITYSTANDARDSFOREDUCATIONALSERVICES...........................................................355.1 LEARNERS’PERSONALSKILLSANDPARTICIPATION..........................................................................................355.2: QUALITYOFTEACHINGANDLEARNING.........................................................................................................355.3: QUALITYOFCURRICULUMANDOTHERACTIVITIES..........................................................................................375.4 QUALITYOFCARE,GUIDANCEANDSUPPORT................................................................................................375.5 QUALITYOFLEARNINGENVIRONMENT.........................................................................................................385.6 EFFECTIVENESSOFLEADERSHIPANDMANAGEMENT.......................................................................................39

SECTION6:QUALITYASSURANCESYSTEM...................................................................................................406.1 INTRODUCTION........................................................................................................................................406.2 EXISTENCEOFALEGALENTITYFOREDUCATIONQUALITYASSURANCEINTHESTATE..............................................406.3 LEGALMANDATEOFTHESTATEQUALITYASSURANCEAUTHORITY....................................................................406.4 ORGANIZATIONALSTRUCTUREANDFUNCTIONS.............................................................................................416.5 OPERATIONALPROCESSESANDPERFORMANCEIMPROVEMENTSTRATEGY..........................................................42

SECTION7:SUSTAINABILITYOFQUALITYASSURANCESERVICESINTHESTATE............................................537.1 PROFESSIONALIZATIONSTRATEGYFOREDUCATIONQUALITYASSURANCEINTHESTATE.........................................537.2 POLICYIMPLEMENTATIONGUIDELINES.........................................................................................................547.3 POLICYMONITORINGANDEVALUATION.......................................................................................................547.4 CONCLUSION..........................................................................................................................................54

ANNEXES.....................................................................................................................................................56ANNEX-1:DEFINITIONOFKEYTERMSUSED..............................................................................................................56ANNEX-2:ROLLOUTPLAN...................................................................................................................................58

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AcronymsandGlossaryofTermsBECE BasicEducationCertificationExaminationCPD ContinuousProfessionalDevelopmentCSOs CivilSocietyOrganizationDFID DepartmentforInternationalDevelopmentECCDE EarlyChildCareDevelopmentEducationEE ExternalEvaluationEQA EducationQualityAssuranceEQAR EducationQualityAssuranceReaderESIP EducationSectorImplementationPlanFCT FederalCapitalTerritoryFEQAS FederalEducationQualityAssuranceServicesHC HonourableCommissionerICT Information,CommunicationandTechnologyJCCE JointConsultativeCommitteeonEducationJSS JuniorSecondarySchoolLGEAs LocalGovernmentEducationAreasLRC Learners’RepresentativeCouncilMDA Ministry,DepartmentandAgenciesMDGs MillenniumDevelopmentGoalsMoEST MinistryofEducation,ScienceandTechnologyNEQA NationalEducationQualityAssuranceNERGP NigeriaEconomicRecoveryandGrowthProgrammeNPE NationalPolicyonEducationPERL PartnershiptoEngage,ReformandLearnPTA Parent-Teachers’AssociationQA QualityAssuranceQAA QualityAssuranceAuthorityQAE QualityAssuranceEvaluatorQAP QualityAssurancePolicySBMC SchoolBasedManagementCommitteeSDGs SustainableDevelopmentGoalsSDP SchoolDevelopmentPlanSEQAA StateEducationQualityAssuranceAuthoritySMoEs StateMinistriesofEducationSSCE SeniorSecondarySchoolCertificateExaminationSS-e SchoolSelfEvaluationSSIT SchoolSupportImprovementTeamSSOs SchoolSupportOfficersSUBEB StateUniversalEducationCommissionUBEC UniversalBasicEducationWAEC WestAfricanExaminationCouncilWSE WholeSchoolEvaluation

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ForewordKadunaStatehasachievedthetoppositionoflearningoutcomeinSecondaryeducationinthe Northern Region of Nigeria, judged by the Senior Secondary Certificate Examination(SSCE)results.TheStatecurrentlyaimsatachievingthenumberonepositioninNigeriabyendofyear2029.Toachievethisnobleaspiration,thegovernmenthasshownstrongpoliticalcommitment, but requires an effectively functioning education system. Central to therequirededucationsystemwouldbeasoundqualityassurancesystemandpracticesthatwillnurturebetterperformingschoolsandlearners.ThisaspirationandrequirementsformthecruxoftheinitiativetodevelopaKadunaStatepolicyonEducationQualityAssurance(EQA),hencethisPolicy.Thispolicycontainswell-articulatedKadunaStatespecificprinciplesandcommitmentforasound quality assurance system in the State, with desirable learning benchmarks andstandards. The provisions of the Quality Assurance Policy (QAP) boldly address theshortcomingsandchallengesthathaveforlongimpededeffectivemonitoringandevaluationofteaching,learningprocessesandfeedbackforenhancingthequalityofeducationprovision.Itprovidesthemechanismfortrackingandenhancingthechancesofimprovingthelearningoutcome and impact. It augments the education supply policy statements, which arecontained in a detailed form in the main State Education Policy document. This QualityAssurancePolicy(QAP),therefore,specifiesaStateco-ordinationmechanismanddelineatesresponsibilities of cohesion, synergy, efficiency and effectiveness in EQA, across relevantMinistries,DepartmentsandAgencies(MDAs),LocalGovernmentEducationAreas(LGEAs)andschoolsinKadunaState.The process of developing this Policy was meticulous, inclusive and participatory; it istherefore anticipated that therewould be total stakeholders’ ownership to guarantee itssuccessfulimplementation.ImplementationoftheQAPinKadunaStatewillnodoubtinitiatethemuch-desiredfunctionalEQAsystemwithsustainablefunding,commonhighstandardsofpracticeandlearningoutcomesacrosstheState.TheactualizationofourState’sVisiononEducationdepends,toalargeextent,onhowwelltheprovisionsofthispolicyarecompliedwith.TheimplementationandmanagementarethereforeanchoredonanautonomousStateQualityAssuranceAuthority,establishedbylaw,withdirectsupervisionoftheCommissionerforEducation.IcommendtheStateMinistryofEducation,ScienceandTechnology(MoEST),fordiligentlyleadingthedevelopmentofthisKadunaStateEducationQualityAssurancePolicy.Iurgeallpublicandprivateschooloperators,governmentsatalllevels,communities,thecivilsocietyOrganizations(CSOs),ourdevelopmentpartners,includingthePartnershiptoEngage,Reformand Learn (PERL), Teachers Development Programme (TDP) and all stakeholders to fullycommitthemselvestosuccessfulimplementationoftheprovisionsofthispolicy.MallamNasirEl-RufaiExecutiveGovernorKadunaState

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AcknowledgementWearehappytoacknowledgetheinspiringoutstandingcommitmentoftheentirestaffofEducationMDAsthatparticipatedinthedevelopmentofthisPolicy.Beingthefirstofitskindin Kaduna State, resounding appreciation goes to the Permanent Secretary, Ministry ofEducation, Science and Technology (MoEST) and Permanent Secretary Quality AssuranceBoard,underwhomthisnobleinitiativewascompleted.Wethankallourdevelopmentpartnerswhocontributedtothedevelopmentofthispolicydocument.We specifically acknowledge the generous support provided by a GovernanceSupportProgrammeofDFID,thePartnershiptoEngage,ReformandLearn(PERL).Wewill not concludewithoutwords of commendation to the State and zonal officers ofKadunaStateQualityAssuranceAuthority(SQAA).Yourhardworkandresolvebroughtthismuch-neededinformationthatgavebirthtotheStatePolicyonEducationQualityAssurance.Finally,weappreciatetheFederalEducationQualityAssuranceServicefortheirleadershipininitiativeanddevelopingaNationalPolicyonEducationQualityAssurance;andfromwhichtheKadunaStateEducationQualityAssurancePolicyhasbenefittedconsiderably.Wewillcontinue to look up to your continued guidance and feedback aswemove forwardwithimplementation of the policy for functional quality education service provision in KadunaState.Godblessusall.GodblessKadunaState.Ja’afaruIbrahimSaniHonourableCommissionerforEducationKadunaState

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ExecutiveSummaryModernapproach toEducationQualityAssurance isdynamic,extensiveandquitedistinctfrommere inspection. It increases demandon government’s commitment to instil strongawareness of quality improvement, integrity, accountability and transparency on alleducation practitioners. This is an obvious deviation from the initial practice of checkingschools’compliancetorulesandregulationsandthisPolicyrepresentsasub-sectionofthegeneral Education Policy that focuses purely on principles and commitments that wouldensurethattheinputs,processesandoutputsintheeducationsystemwillmeetthedesirablelearning outcomes towards the vision. It, therefore, pertinently highlights effectiveness,impact, inclusiveness and sustainability of education on learners. The Education QualityAssurance (EQA) Policy focuses onminimum standards regarding the following seven keyareasacrossthePolicypriorityareasstatedinthegeneraleducationpolicydocument:

• Achievementandstandards;• Learners’Personalskillsandparticipation;• Qualityofteachingandlearning;• QualityofCurriculumandotheractivities;• Qualityofcare,guidanceandsupport;• Qualityoflearningenvironment;and• Effectivenessofleadershipandmanagement.

Thecurrent levelof learningoutcomesatbasicandsecondaryeducation indicatesamereaverage performance when viewed from a national perspective and this is yet to becommensurate to the levelof investment into the system.For instance, theWestAfricanExaminationCouncil, (WAEC) results thatwere releasedby theKadunaStateWAECofficeshowthatKadunaStatehasmaintainedthetoptwelfthposition inrankingsoutof the36States,includingtheFederalCapitalTerritory(FCT),usingtheSeniorSecondaryCertificationExamination(SSCE)resultsasthelearningbenchmark.ThepublicationshowsthattheStatehasmaintainedthissamepositionin2017and2018SSCEresults,respectively.ThistwelfthpositionrepresentsfirstpositionamongalltheNorthernStatesinNigeria,withapassrateof59.20%and49.98%in2017and2018respectively.Thesefiguresimplythatonly59.20%and49.98%(almost10%drop)ofalllearnersthatsatfortheSSCEinKadunaStatein2017and2018respectivelypassedtheexaminationwithaminimumoffivecredits,includingEnglishandMathematics.

At the levelof theBasicEducation learningoutcomes, the2017 resultsof theStateBasicEducationCertificationExamination(BECE),showthat65%ofalllearnersthatsatfortheBECEin 2017 passed with a minimum of five credits, including in English and Mathematics.Althoughthisisarelativelygoodscore,disaggregateddataisnotavailabletoshowthelevelofinclusivenessonthepassrateofpersonswithdisability,urban-ruraldisaggregationdata,maleandfemaledisaggregationdataordataonpassrateofvariouscategoriesofschoolsbothatseniorandbasiclevel.

TheabovesituationcouldbepartlyattributedtosomeofthegapsidentifiedthrougharecentEducationQualityAssuranceEvaluationexerciseconductedin52schoolsintheStateduringthefirsttermof2018/2019academicsession.Ahighlightofthefindingsindicatethat:

WhattheSchoolsdowell:• Mostteachershaveknowledgeandunderstandingoftheirsubjectmattersto

facilitateteachingandlearningforbetteroutcomes;

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• Thereisacordialrelationshipbetweenteachersandlearners,teachersandmanagement,learnersandteachersofmostschoolsevaluated;

• Theschoolenvironmentandlearnersarecleanandtidyforhealthylifestyle;and• Allschoolsevaluatedhavevisionandmissionstatementsthathavebeenpublicly

shared,whichhelpstheschoolinmaintainingfocusinachievingthesetgoals.

UnmetRequirements:• Mostoftheschoolsvisiteddonothaveperimeterfenceforsecurity;• There were inadequate classrooms in LGEA primary schools in Jabis, Ikara and

GovernmentJuniorSecondarySchool(GJSS)Pambegua;• NumberofteachersarenotadequateinLGEAPrimaryschoolsinKarabaKubau,Jabi,

IkaraandGJSSPambegua;• Mostschoolsdonothaveadequatefurnitureforstaffandlearners’use;• Thereareinadequatestructuressuchasclassroomsandfurniture,theexistingones

aredilapidatedinmanyschools;• Thereareinadequatefacilitiessuchaslibraries,laboratories,toiletsandpotablewater

insomeschools;• Many of the schools do not respond to the use of recommended textbooks and

instructionalmaterialstoenhanceteachingandlearning.Learnersarenotmadetorepeataclasswhentheyperformpoorlyonpromotionexamination;

• 75%oftheschoolsevaluatedhaveovercrowdedlearnerswithseeminglyveryhighteacher-pupilratio;and

• Someoftheschoolsevaluatedhaveveryweakandineffectivemanagementteams.

Althoughthequalityofanalysisstillneedsimprovement,thesituationdescribedabovewillunlikely lead to the desired improvement in learning outcomes despite the improvedinvestmentinthesupplysideoftheeducationsystem.

Thispolicyhasthefollowingfivestrategicobjectives:• Promoteawarenessoftheneedtoquality-assureeducationdeliveryatbasicand

postbasicinstitutionsintheState;• Shareanunderstandingofthequalitystandardsandlearningbenchmarks;• Developandimplementstrategiesthatdeepenqualityassurancepracticesforbetter

learningoutcomeswithstrongfeedbackanddisciplinarymechanisms;• Workinpartnershipwithstakeholdersatalllevelstoexpandfundingtoquality

assuranceprocessesandpracticestoactualizetheEQAcommitments;and• Setupamechanismforestablishingacohortofqualifiedandaccreditedquality

assuranceevaluators.

ItisanticipatedthattheQualityAssuranceAuthority(QAA)willworkcloselywiththerelevantDepartmentorunitswithintheeducationinstitutionstofacilitateeffortstowardsachievingthe learning outcomes. There is a strong prediction that the implementation of the EQAcommitments in thisdocumentwill provide themuch-required contributions to the Stateinvestment in improvingaccess to, andequityof, theeducation system in theState. Thiscontributionwillhopefullyfacilitateamorecomprehensivetrajectorytowardsthevisionofbecoming a national rolemodel in education among the Nigerian states by end of 2029academicsession.

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Section1:GeneralOverview

1.1 IntroductionEducation servicesprovision stands as themajor transformational channel for thepeopletowardssocio-economicrepositioningandstrengtheningofanation.Inviewofthisassertion,Kaduna StateGovernment hasmade committed effort over the past years to establish asoundtransformationaleducationsystemthatwillbesustainable.ThisaspirationhasbeenexpressedintheKadunaStateDevelopmentPlan(2016-2020)andwasfurtherdeepenedwithdetailedstrategiesandindicativecostsintheKadunaStateEducationImplementationPlan(ESIP).The Kaduna State Ministry of Education, Science and Technology (MoEST) has legislatedresponsibilitytoensureaccessibleandequitableeducationservicesaswellastosetminimumlearning standards andmaintain quality of education across all levels of Education in theState.TheseresponsibilitiesconstitutethemainthrustofthemandatesofMoESTinKadunaState and the Ministry carries out these responsibilities through various Departments,Agencies and relevant institutions of learning, under the supervision of the HonourableCommissioner(HC)forEducation.TheStatehasfurtheradvancedtheabovecommitmentbyadaptingandcontextualizingtheNationalEducationPolicytosuittheState’saspirationforitseducationsystem.TheKadunaStateEducationPolicy,whichisthemainEducationPolicydocumentoftheState,isprimarilycentredontheprincipleofensuringaffordableandequitableaccesstoeducation,whiletheQAP document contains the strategic policy commitment of the State government thatprimarilyfocusesattheservicedeliveryendoftheeducationsystem.WhiletheformermightrepresenttheinputandprocesscomponentoftheStateEducationServicedeliverysystem,thelaterrepresentstheoutcomeandimpactcomponentofthesystem.However,bothareundertheimplementation,supervisionandmanagementoftheHCforEducation.ThenewstrategicaimofEQAinNigeriaandKadunaStateinclusive,entailsastrategicshiftfrom the rudimentary school inspection. Education quality assurance involves, in variousways, the processes of monitoring, assessing, evaluating and quality controlling; whichinclude,butarenotlimitedtoremediation,counselling,supervision,provision,utilizationandmaintenanceof resources, etc. It also involves accreditationof theeducation systemandcommunication of judgments obtained to all concerned in order to ensure quality withintegrity,publicaccountability,andconsistentimprovement.The Kaduna State Quality Assurance Authority (QAA) is one of the government AgencieswithinMoESTwith the broad responsibility to set andmaintain quality standards and toensure that the inputs, processes and outputs of the education system meet the setstandards.EQAtherefore,isaholisticprocessthatisbasedontheprinciplesofTotalQualityManagement (TQM), which is to deliberately inculcate and implement quality into thesystem.Itensuresthatqualityassuranceevaluationprocessesandpracticesarecarriedoutaccording to set standards. The findings are evidence based and thus are valid, reliable,consistent, and inform State education intervention planning, training and policydevelopment. For this purpose,Whole School Evaluation (WSE) has been adopted as thestrategicapproachforimplementingthispolicy,towardsimprovingqualityperformanceof

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all schools in the State. It comprises internal quality assurance process with externalvalidation,whichshallbeadoptedastheprimarystrategyforimprovingqualityperformanceofallschoolsintheStateandLocalGovernmentlevelsinKadunaState.

1.2 CurrentSituationandEffortstoImproveEducationLearningOutcomesAccordingtotheKadunaStatepublicationontheWestAfricanExaminationCouncil(WAEC)results,KadunaStatehasmaintainedthetoptwelfthpositiononrankingoutofthe36States,includingtheFCT,usingtheSeniorSecondaryCertificationExamination(SSCE)resultsasthelearningbenchmark.ThepublicationshowsthattheStatehasmaintainedthissamepositioninboththe2017and2018SSCEresults.ThistwelfthpositionrepresentsfirstpositionamongalltheNorthernStatesinNigeria,withapassrateof59.20%and49.98%in2017and2018respectively. These figures imply that only 59.20% and 49.98% (almost 10% drop) of alllearners that sat for theSSCE inKadunaState, in2017and2018 respectively,passed theexaminationwithaminimumoffivecredits,includinginEnglishandMathematics.At the levelof theBasicEducation learningoutcomes, the2017 resultsof theStateBasicEducationCertificationExamination(BECE),indicatethat65%ofalllearnersthatsatfortheBECEin2017passedwithaminimumoffivecredits,includinginEnglishandMathematics.Asgood as this result may appear, disaggregated data does not exist to show the level ofinclusiveness on thepass rateof personswithdisability, urban-rural,male and femaleordisaggregateddataonpass rateof various categoriesof schoolsbothat senior andbasiclevels.TheStategovernmenthaspubliclystateditsrisingconcernonthequalityofeducationandlearningoutcomesintheKadunaStateDevelopmentPlan(2016-2020).IthighlightsthattheoveralleffortofgovernmentinvestmentineducationintheStatewillbetowardsimprovingaccess, equity and quality in education by addressing enrolment challenges, teacherperformance, school infrastructure and expanding the curriculum to also include theacquisitionofcorevocationalandlifeskills.Italsoidentifiespoorqualityofthemanagementoftheeducationsystemaspartofwhatpreventstheoptimaluseofavailableresourcestoimproveservicedelivery.In view of the above, and among other issues, the State has made serious efforts inimplementing reforms in the Education system, some of which included have includedteacherqualificationauditsthatledtoteacherrecruitmentinprimaryandsecondaryschools,teacher re-training at all levels, provision of infrastructure, implementation of the schoolfeedingprogrammeinlowerprimaryschoolstoimproveenrolment,establishmentofQualityAssuranceAuthoritybylaw,andmanyothersmeasures.Amidstalltheseefforts,thegovernmentisyettofullyobservecommensurateoutcomesfromsuchahugeinvestmentinthesector.AlthoughtheStatehasembracedthenewshiftintheconcept of QA from inspection to quality assurance, there are still much room forimprovement.ThereareatmostthreecyclesofQualityAssuranceEvaluationintheStateinayear, insteadof theminimumrecommendedninecyclesperacademic session. In somecases,assessmentsweredoneonceperyearduetolimitedresources.Evenwhenundertakenmore than once, all the schools were not ever covered. For instance, the findings and

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recommendations from quality assurance evaluation were hardly given strong politicalattention to ensure required changes and improvement. The summary of the QualityAssuranceEvaluationReportoffifty-two(52)schoolsconductedintheStateinthefirsttermof2018/2019academicsessionrecordedthefollowingfindings:WhattheSchoolsdowell:

• Mostteachershaveknowledgeandunderstandingoftheirsubjectmatterstofacilitateteachingandlearningforbetteroutcomes;

• Thereisacordialrelationshipbetweenteachersandlearners,teachersandmanagement,learnersandteachersofmostschoolsevaluated;

• Theschoolenvironmentandlearnersarecleanandtidyforahealthylifestyle;• Allschoolsevaluatedhavevisionandmissionstatementsthathavebeenpublicly

shared,whichhelpstheschoolinmaintainingfocusinachievingthesetgoals.UnmetRequirement:

• Mostoftheschoolsvisiteddonothaveperimeterfencesforsecurity;• TherewereinadequateclassroomsinLGEAprimaryschoolsinJabis,Ikaraand

GovernmentJuniorSecondarySchool(GJSS)Pambegua;• ThenumberofteachersisnotadequateinLGEAPrimaryschoolsinKarabaKubau,

Jabi,IkaraandGJSSPambegua;• Mostschoolsdonothaveadequatefurnitureforstaffandlearners’use;• Thereareinadequatestructuressuchasclassroomsandfurniture,theexistingones

aredilapidatedinmanyschools;• Thereareinadequatefacilitiessuchaslibraries,laboratories,toiletsandpotable

waterinsomeschools;• Manyoftheschooldonotrespondtotheuseofrecommendedtextbooksand

instructionalmaterialstoenhanceteachingandlearning.Learnersarenotmadetorepeataclasswhentheyperformpoorlyonpromotionexamination;

• 75%oftheschoolsevaluatedhaveovercrowdedlearnerswithseeminglyveryhighteacher-pupilratio;and

• Someoftheschoolsevaluatedhaveveryweakandineffectivemanagementteam.Althoughthequalityofanalysisstillneedsimprovement,thesituationdescribedabovewillunlikely lead to the desired improvement in learning outcome despite the improvedinvestmentinthesupplysideoftheeducationsystem.Thispolicythereforereiteratesthegovernment’s commitment to instil strong awareness of quality improvement, integrity,accountability and transparency on all education practitioners. The EQA process will bedynamic, extensive and quite distinct from mere inspection that focused on checking aschool’s compliance against rules and regulations to aptly highlight effectiveness, impact,inclusivenessandsustainabilityofeducationonlearners.TheEQAfocuswillbeonensuringminimumstandardsregardingthefollowingsevenkeyareas:

• Achievementandstandards;• Learners’Personalskillsandparticipation;• Qualityofteachingandlearning;• QualityofCurriculumandotheractivities;• Qualityofcare,guidanceandsupport;

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• Qualityoflearningenvironment;and• Effectivenessofleadershipandmanagement.

• Otherareasthatcouldbeconsideredinclude,butarenotlimitedto:

• Impactofeducationservicesonlearners;and• Sustainabilityoflearningoutcomesandinclusiveness.

•

1.3 ReviewofHigh-LevelPolicyDocument

1.3.1 LegalContextTheissueofeducationanditsqualityisoneofthehighprioritystrandsofsocio-economicdevelopment inNigeria.To thisend,Nigeriahasmade legalandpoliticalcommitmentsatvariouslevelsasexplainedinthissection.Educationisconsideredaconstitutionalissueintheconcurrent list ofNigeria’sConstitution. The1999Constitutionof the FederalRepublicofNigeriaSection18(1)statesthat:

• Governmentshalldirectitspolicytowardsensuringthatthereareequalandadequateeducationalopportunitiesatalllevels;

• Governmentshallpromotescienceandtechnology;• Governmentshallstrivetoeradicateilliteracy,andtothisendgovernmentshall,as

andwhenpracticable,provide:- free,compulsoryanduniversalprimaryeducation;- freesecondaryeducation;- freeuniversityeducation;and- freeadultliteracyprogramme.

Subsequenttothis,in2003,NigeriaadaptedanddomesticatedtheglobalChildRightsActoftheUnitedNations(UN)convention.AmajorcomponentofthisActstatesthat,“Everychildhasarighttofree,qualityandcompulsorybasiceducation.”KadunaStatehaslonghistoryofimplementingfreeandcompulsorybasiceducation.Thispolicywillalsohelp indeepeningexistingeffortsinensuringrighttoqualityeducation.

1.3.2 GlobalandNationalPolicyCommitmentsSustainableDevelopmentGoals(SDGs)Accordingtoa2017publicationonthereviewofimplementationofSustainableDevelopmentGoalsinNigeria,theCountryrecordedsignificantachievementontheimplementationoftheMillenniumDevelopmentGoals (MDGs) andhasprogressed in the implementationof theSustainable Development Goals (SDGs). The same report stated that this achievement isheavily linked to progress towards ensuring access to quality, inclusive and equitableuniversal education for all gender groups, including those with disability. SDG Goal Fourdemands that all Countries at all levels of Government, pay serious attention to QualityEducation.

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ThespecificrequirementofSDG-4anditstargetsarestatedbelow:

• SDG-4.EnsureinclusiveandequitablequalityeducationandpromotelifelonglearningopportunitiesforallØ 4.1By2030,ensurethatallgirlsandboyscompletefree,equitableandquality

primaryandsecondaryeducationleadingtorelevantandeffectivelearningoutcomes;

Ø 4.2By2030,ensurethatallgirlsandboyshaveaccesstoqualityearlychildcaredevelopment,careandpre-primaryeducationsothattheyarereadyforprimaryeducation;

Ø 4.3By2030,ensureequalaccessforallwomenandmentoaffordableandqualitytechnical,vocationalandtertiaryeducation,includinguniversity.•

KadunaStateGovernmenthasmadesomeprogressincontributingtothisnationalandglobalachievement towards education. Some of its contributions include prioritizing teachertrainingand improvement to raise the standardsandqualityofeducation.Thiswasdonethroughrecruitmentofqualifiedandwell-trainedteachers,aswellastrainingandretrainingofexistingteachers.Teacherswithspecializedskillswererecruitedtohandlestudentswithspecialneeds.Thesehowever,contributedtoaslightimprovementintheteacher:pupilratioand some improvement in the performance of students and learning outcomes. Thedevelopment and effective implementation of the Kaduna StateQuality Assurance PolicyshowsoutstandingcommitmentsoftheStateGovernmenttowardsactualizingSDG-4intheState.

1.3.3 NigeriaVisionNV20:2020This EQA policywill have strong contribution to actualizing Nigeria’s Vision 20:2020. TheVision document, however, recognizes that investment in sound quality assurance in theeducation system is the key to national transformation and building a knowledge driveneconomy.Aquote fromtheVisiondocumentstates that,“IfNigeriamustattain itsVision20:2020Goals,theEQAfunctionmustberepositionedintheNationalEducationSystemtomeetoureconomicandsocialexpectations.”Thisquoteimpliesthatallthe36StatesandtheFCT must embrace strong investment and commitment to EQA. Kaduna State hasdemonstratedcommitmenttothisnationalaspirationthroughthispolicy.

1.3.4 NigeriaEconomicRecoveryandGrowthPlan(NERGP)The Nigeria Economic Recovery and Growth Plan (NERGP), which is the highest socio-economicdevelopmentpolicyinNigeria,alsoidentifiedimprovingqualityofeducationasastrategicobjective.Insection5.2,page86oftheNERGP,itprovidesahighlightofthethreebroadPolicyObjectivesforEducationinNigeriaas:

• EnsurequalityuniversaleducationforNigeria’schildrenandyouth;• Increasethenumberofyouthandadultswiththeskillsrequiredtosecure

employmentandorbecomeenterprising;and• Prioritizeeducationforgirls.

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Theabovethreebroadobjectiveshavehighlightedqualityeducationasnumberoneamongthe three. In the same trend,page89of the same sectionofNERGPalso stated that thestrategicapproachtoactualizetheaboveobjectiveof improvingqualityofeducationisbystrengtheningthequalityassurancesystemsacrossthecountry.So,thisPolicyisveryaptandresponsivetotheprovision.

1.3.5 NationalPolicyonEducationParagraphs 117 of the National Policy on Education (NPE) recommends autonomousinspectorateservicessupervisedbytheMinisterofEducation/CommissionerforEducationasmaybeappropriate.KadunaStateisoneoftheforemostStatesinNigeriathathasactualizedthisqualityassuranceinstitutionalrequirementbyestablishingtheStateQualityAssuranceAuthority,throughlegislation.Similarly, paragraphs 108 to 119 of the same NPE gave the Federal Government theresponsibilitytoprescribetheminimumstandardsofeducationatalllevels.Theresponsibilityformonitoringandmaintenanceofminimumstandardswasgiven to the Inspectoratesatfederal,statesandlocalgovernmentauthorities(Paragraphs115and116).TheseprovisionsarepartofthelegalmandateoftheKadunaStateQualityAssuranceAuthority(QAA).

1.3.6 NationalPolicyonQualityAssuranceTheFederalMinistryofEducationdevelopedaNationalEducationQualityAssurance(NEQA)Policy in2014. Theprocessofdeveloping theNEQApolicywasmeticulous, inclusive, andparticipatoryuptoitsendorsementandapprovalatthe2014JointConsultativeCommitteeonEducation(JCCE)andthe60thNationalCouncilonEducation.Section4.3ofthispolicyrequires all States to adapt and contextualize the national policy to its peculiarities. ThisKadunaStateEducationQualityAssurancePolicyhasfulfilledthatdemand.

1.4 TheProcessofDevelopingthisEducationQualityAssurancePolicyThePolicyhasbeendevelopedusingaparticipatoryapproach.Thisdocumentthereforeistheproduct of a series of dialogues, consultations, workshops, and comparative studies of avarietyofnationalandinternationalEQAmodels.TherewerealsotechnicalinputsbasedonfieldexperiencesfromthequalityassurancezonalofficersinKadunaStateandsomepersonsthatparticipatedintheconsultativeprocessestowardsdevelopingthenationalQApolicyanditshandbook.Specifically, the process commenced with a debriefing meeting with the HonourableCommissioner forEducationandhisPermanent Secretaries,Directors andother technicalteams. Thiswas followed by some desk review of existing State documents, reports andsearch on national and international best practices for comparative benchmarking. Therewere also multiple technical sessions with the Quality Assurance team for informationgatheringandclarifications.Thiswasfollowedwithageneral4-daytechnicalmeetingwithawidergroupofstakeholdersineducationquality;whichincludedbutnotlimitedtotheCivilSocietyrepresentatives,SchoolBasedManagementCommittee(SBMC),StateUniversalBasicEducationBoard(SUBEB),andmanyothers.Thefocusofthewidertechnicalmeetingwasto

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articulateazerodraftofthePolicyusingtherelevantsetsofinformationthatweregathered.ThemeetingwasheldinKanofromJanuary7to10,2019.Themeetingwasfollowedwithmoredeskworktoimprovethesub-zerodrafttoafullfirstversion. This version was further subjected to a 3-day rigorous critiquing and validationmeeting,heldinKanofromFebruary7to8,2019.ThefinalversionwasthenproducedandwasendorsedbyHisExcellency,theExecutiveGovernorofKadunaState.

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Section2: BroadPolicyDirection

2.1 VisionBeaModelintheprovisionofqualityandinclusiveeducationinNigeria.

2.2 MissionStatementToprovidequalitativeandequitableeducationtomales,femalesandpersonswithspecialneeds,throughworkingwithrelevantstakeholdersforthecitizenstoattaintheirfullpotentials,moraluprightnessanddefenddemocraticidealsaswellasacceptandvalueourdiversity.

2.3 QualityAssuranceCoreValues• Professionalism:Weshallconductqualityassuranceevaluationexerciseswithonly

qualifiedandaccreditedQualityAssuranceEvaluation(QAEs)atalltimestofacilitateexhibitionofappropriatecompetence,integrityandadherencetoqualityassuranceservicedeliverystandardsatalltimes.

• • Integrity:Weshallensurethatallqualityassuranceevaluationprocessesandfindings

are done in a transparent way. The form that will be used for theWhole SchoolEvaluation(WSE)willfirstbegiventotheschoolsforthemtoconductSelfEvaluation.Thereportoftheself-evaluationwillbestudiedandcomparedwiththefindingsoftheWSE (which is an external evaluation). The report will be made open with moredetailedexplanationsontherationaleforanyjudgementandconclusionaspartofthefeedbacktotheschools.

• • Accountability:Weshalluseafeedbackmechanismonthefindingsandconclusions

fromallqualityassuranceevaluationtodriveimprovementinlearningoutcomesandhealthy performance competition, rewards among other strategies to stimulateenhanced performance accountability for the huge investment into the educationsystem.

• • Teamwork:Weareastrongteamofeducationalprofessionalswithdiverseskillswho

areproudtoworktogethertoensurequalityeducationmanagement.Wecarryalongall that have a stake in education through shared ideas and respecting theperspectivesofeachother,whileseekingtoachieveorganisationalgoals.

• • Equity:Wewillmakejudgementsthatarefreefromdiscriminationorbias.Wetreat

peopleequitablybasedontheirpeculiarcircumstanceinaccordancewithacceptablerules,principlesandstandards.Ourservicesandsystemsshallbeinclusive;weshallberespectfultoallpeoplenomattertheirreligion,gender,physical,intellectualandsocio-economicstatustoensurethatweattainrequiredstandardsandbenchmarks.

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• Mentorship:Weshallupholdthetrustplacedonusbydutythroughconstantguidance,counselling,coaching,hand-holding,andtrainingandretrainingofevaluatorsandpotentialevaluatorswithlife-fieldexperiences.

2.4 EducationPolicyPriorityAreasandQualityAssuranceStrategicObjectivesThe general Education Policy identified eight priority areas for education service deliveryinterventions. This EQA Policy provides desired performance benchmark and qualitystandardsthatareapplicabletothefirstfiveoftheseeightareas.However,EQAhasitsownsevenpriorityareasthatarepeculiarandspecificforimprovingeducationquality.Thissectionstates the eight policy priority areas of the general Education Policy aswell as the sevenPriorityPolicyareasforEQA.

2.4.1 PriorityAreasfortheGeneralEducationPolicy• GeneralPolicyPriorityArea-1:Quality,AccessibleandEquitableBasicEducation;• GeneralPolicyPriorityArea-2:Quality,AccessibleandEquitableSeniorSecondary

Education;• GeneralPolicyPriorityArea-3:Quality,AccessibleandEquitableAdultandNon-

FormalEducation;• GeneralPolicyPriorityArea-4:Quality,AccessibleandEquitableScience,Technical

andVocationalEducation;• GeneralPolicyPriorityArea-5:Quality,AccessibleandEquitableHigherEducation;• QualityTeacherEducation(PrimaryandSecondary);• QualityTeacherrecruitment,Deployment,DevelopmentandManagement;and• Accessibleandqualityeducationinfrastructure,fundingandmanagement.

2.4.2 PriorityAreasforEducationQualityAssurance• EducationQualityPriorityArea-1:Achievementandstandards;• EducationQualityPriorityArea-2:Learners’Personalskillsandparticipation;• EducationQualityPriorityArea-3:Qualityofteachingandlearning;• EducationQualityPriorityArea-4:QualityofCurriculumandotheractivities;• EducationQualityPriorityArea-5:Qualityofcare,guidanceandsupport;• EducationQualityPriorityArea-6:Qualityoflearningenvironment;and• EducationQualityPriorityArea-7:Effectivenessofleadershipandmanagement.

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2.5 Rationale,ScopeandDurationofthePolicy

2.5.1 RationaleThemainrationalefordevelopingtheEducationQualityAssurancepolicyistosetuniformquality standards and necessary strategies to be used for both external and internalevaluationsinqualityassuranceattheStateandlocalgovernmentlevelsininstitutions.The

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QualityAssuranceAuthoritywillworkcloselywiththerelevantDepartmentorunitswithintheTertiaryInstitutiontofacilitateeffortstowardsachievingtheexpectedlearningoutcomes.

2.5.2 ScopeThe scopeof thisPolicy coversallpublicandprivateeducational institutions in theState,includingtheTertiaryEducationalInstitutions.

2.5.3 DurationThis policy covers a periodof 10 years: 2019 to 2029.However, it is open to articulatingimprovementplansasanaddendumtonewinitiatives,trendsandprioritiesthatemergeintheStateEducationSystem.

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Section3: QualityAssurancePolicyPriorityAreas

3.1 LearnersPerformanceBenchmarkandQualityStandards

3.1.1 IntroductionLearners’performancebenchmarksarethedesiredservicedeliveryoutcomestowardswhichalllearners,teachers,staffandthosewholeadandmanageschoolsshallaspiretoachievethrough the appropriate sector policies, strategies and plans. They are sometimeserroneouslyreferredtoasminimumstandards,butthesearethedesirableservicedeliveryoutcometargetsthatcouldbeachievedthroughenhancedlearningstandards.Schoolsaimatgoingbeyondandaboveeachbenchmark.Qualitystandardsincludelearners’achievementandbehaviours,thequalityofteachingand learning,curriculumandotheractivities,care,guidance and safety, the learning environment and leadership and management. Thesebenchmarksandqualitystandardsaresetacross the five relatedgeneraleducationpolicypriorityareasthatarehighlightedabove.

3.1.2 EarlyChildCareDevelopmentEducationIntroductionEarly Child Care Development Education (ECCDE) refers to the branch of education thatrelatestotheinformalorformalteachingofchildrenfrombirthuptotheageof6+,priortoprimaryschooleducation.Thisisgiveninaneducationalinstitutionpriortoprimaryschool;anditincludescrèche,nurseryandkindergarten.QualityAssuranceBenchmark100%ofchildrenwhograduatefromthislevelofeducationshouldtransittothebasiclevelofeducationataminimumageof5years.LearningStandardsPolicyStatementByendofearlychildcaredevelopmenteducation,learnersshallbeableto:Literacy

• Reading:Usesoundsandletterstoreadcommon3-4letterword;• Writing:Writeuptotencommon3-4letterwords;• Speakingandlistening:Answersimplequestionsusingonewordorshortphrase

answers;and• Grammaticalaccuracy:Correctlypronounceandrecognizethelettersofthe

alphabetincapitalandsmallletters,Aa-Zzandothercommonsounds.Numeracy

• Numberingandcounting:Recognizeandcountnumbers0to100;• Calculating:Addandsubtract2-digitnumbers;• ShapeandSpace:Recognizeandname2and3dimensionalshapes;• Measurement:Recognizeandcompareobjectsintermsofsizesandnumbers;and• Statistics:Associatenumbers0-10withgroupsofobjects.

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3.1.3 BasicEducationIntroductionBasiceducationshallbeforanine-yearduration,comprisingsixyearsprimaryandthreeyearsjuniorsecondaryeducation.Primaryeducationreferstotheeducationgivenininstitutionsforchildrenaged6to11+.Thislevelofeducationiskeytothesuccessofthewholeeducationsystemastherestofthesystemisbuiltonit.Thedurationshallbesixyears.BasicEducationshallbefreeandcompulsoryandshallincludenon-formaleducationprogrammesatprimaryandjuniorsecondaryschoollevelsofeducationforchildrenandyouths.PerformanceBenchmarkPolicyforBasicEducationBytheendofjuniorsecondaryeducation,100%oflearnerswhoattempttheBasicEducationCertificateExamination(BECE)areexpectedtoachieveatleastsevencreditpassesinthecoresubjects.LearningStandardsforPrimaryOneLiteracy

• Reading:Use3-6wordstoformasimplemeaningfulsentence;• Writing:Writeup5-10simplesentences;• Speakingandlistening:Abletolistentoshortstoryandanswersimplequestions

fromit;and• Grammaticalaccuracy:Correctlyrecognizeandusecapitallettersinpropernouns.

Numeracy• Numberingandcounting:Recognize,countandwritenumbers100to1000;• Calculating:Addandsubtract2-digitnumbers;• ShapeandSpace:Recognizeanddraw2and3dimensionalshapesanddevelop

simplemodelofshapes;• Measurement:Recognizeandcompareobjectsintermsofsizesandnumbers;and• Statistics:Organizeobjectsintogroupsandnumbers.

LearningStandardsforPrimaryTwoLearnersshallbeableto:Literacy

• Reading:Read4-6sentenceparagraphandanswersimplequestionsaboutthem;• Writing:Writesimplesentencesusingverbsandnouns;• Speakingandlistening:Understandandanswercorrectlysimplequestionsabout

people,feelingsandeverydayactions,joininwithknownrhymesandsongs;and• Grammaticalaccuracy:Useregularpluralsandthesimplepast,presentandfuture

tensesofcommonverbs.Numeracy

• Numberandcounting:Expressthevalueof3-digitnumbersusinghundreds,tensandunitsandwritetheminwords;

• Calculation:Addandsubtract3-digitnumberswithoutborrowing.Multiplysingledigitnumbersupto9x9;

• ShapeandSpace:Recognize,drawandlabel2and3dimensionalshapes;

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• Measurement:Recognizethehourandminuteandtellthetimeusingo‘clockaswellasmeasurelengthincentimetre;and

• Statistics:Organizeandclassifyobjectsintogroupsandnumbers.LearningStandardsforPrimaryThreeLearnersshallbeableto:Literacy

• Reading:Readshortparagraphsof7-10sentencesandidentifythemainpointsinthem;

• Writing:Writepassagesof7-10sentencesusingtheirownwordsandideas;• Speakingandlistening:Askandrespondtoquestionsusingsimplesentencesand

engageinsimpleconversationonanissuewithfocus;and• Grammaticalaccuracy:Useregularandirregularpluralsinspeakingandwriting.

Numeracy• Numberingandcounting:identifyandwritethevalueofeachdigitin3to4-digit

numbersinwordsandfiguresusingthousands,hundreds,TensandUnits;• Calculation:Identify,add,andsubtractsimplefractionsfrom1/2to1/16.Findthe

factorsofnumbersbetween1and48;• Shapeandspace:Identifypropertiesofthebasic2-dimensionalshapes;and• Measurement:Usestandardunitstomeasurelength,weight,andvolume.

LearningStandardsforPrimaryFourBytheendofPrimaryfoureducation,learnersshallbeableto:Literacy

• Reading:Readandanswerquestionsonthepassageoffactualwriting;• Writing:Writeapassageoftwoconnectedparagraphsusingtheirownideas;• Speakingandlistening:Holdsimpledialogueoneverydayeventsusingtheirown

words;and• Grammaticalaccuracy:Usecapitalletters,commasandfullstopswithaccuracy.

Numeracy

• Numberandcounting:Identifyandwritethevalueofeachdigitina4-digitnumbersusingthousands,hundreds,tens,andunits;

• Calculation:Choosethemethodofcalculationtosolvesimpleproblems.Recognizethelinkbetweenfractionsanddecimals;

• Shapesandspaces:Locatelinesofsymmetryin2dimensionalshapes;• Measurement:Recordestimatesandmeasurementintables;and• Statistics:Representinformationonabargraph.

LearningStandardsforPrimaryFiveBytheendofprimaryfiveeducation,Learnersshallbeableto:Literacy

• Reading:Read,comprehendandansweropenendedquestionsonvarietyofnarrativetexts;

• Writing:Writeformalandinformallettersusingthecorrectformat.Shallbeabletowritestories,compositionandpoemsinEnglish,HausaandFrenchlanguages;

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• SpeakingandListening:Expresstheiropinionsandideasinresponsetoquestions;and

• GrammaticalAccuracy:Usegrammarandpunctuationsaccuratelyintheirwriting.Numeracy

• NumberandCounting:Recognizeprimenumbers;• Calculation:Usemultiplicationtablestosolveproblemsinvolvingfractions;• ShapeandSpace:Identifyarightangleinashape.Knowthat3dimensionalshapes

havelength,heightandbreadth;• Measurement:Calculateareaandperimeterof2dimensionalshapesusingsimple

formulae.Solvesimpleproblemsinvolvingtime;and• Statistics:Usedatapresentationingraphsandtablestoanswerquestions.

LearningStandardsforPrimarySixBytheendofprimarysixeducation,learnersshallbeableto:Literacy

• Reading:ExplainthekeyideasandeventsinsimplepassagesusingtheirownwordsinHausa,EnglishandFrenchlanguages;

• Writing:Writeshortdescriptionofplaces,eventsorexperiencesusingsomesimpleadjectivesinHausa,EnglishandFrenchlanguages;

• Speakingandlistening:Participateinclassdiscussionsandsimpledebates;and• Grammaticalaccuracy:Independentlyuseadictionarytolookupandexplainthe

meaningofunfamiliarwords.Usepresent,pastandfuturetenseswithaccuracy.Numeracy

• NumbersandCounting:FindthelowestandHighestCommonMultipleof2-digitnumbers,simpleandcompoundinterest;

• Calculation:Applydifferentcalculativemethods(simpleequation,simplealgebraandratio)tosolveproblems;

• Shape,VolumeandSpace:Calculatetheperimeterandareaofirregularshapes.Identifyandmeasuredifferentanglesin3dimensionalshapes;

• Measurement:Selectandusestandardmetricunitswithdecimals;and• Statistics:Findtherange,mean,median,modeofsetsofitems.Draw,readand

interprettheuseofPie-charts,bar-chartsandhistogram.LearningStandardsforJuniorSecondarySchool(JSS)-1BytheendofJSS-1Education,learnersshallbeableto:ProficiencyinReadingDemonstrateappropriateandsufficientreadingskills,evidencedbyabilityto:

• Readpassagescorrectlyandunderstandissuesandpoints;• Readwithmaximumretentionandrecall;• Readandaccuratelyidentifymainandsupportingideassuchascomparison,

contrast,statistics,graphsandquotations;and• Differentiatebetweenmainandsupportingideas.

• Readandunderstandauthor’smood,evidencedbyabilityto:

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• Identifyauthor’smoodthroughuseofwordsandexpressions;• Identifyunderlying(hidden)meaning/attitude;and• Identifythegeneralimpressioncreatedbytheauthor’smannerofpresentation.

Readandinterpretdiagrams,mapsandsketchesevidencedbyabilityto:

• Readandinterpretdiagramsandmapsaccurately;• Explainappropriatelyillustrations,mapsorsketchesprovidedduringpresentation;

and• Explainanddescribeadequatelytherelationshipbetweenaselectedpassage,

sketch,illustrationandgivenphotograph.Readinordertofollowdirectioninwrittencommunication,evidencedbyabilityto:

• Identifykeywordsinapassagethatsignaldirections,e.g.‘movingfromlefttoright’,‘easttowest’,northwards’,‘southwards’,‘upwards’and‘towards’;and

• Relatereadingmaterialtoagivensketch.ProficiencyinWritingLearnersshallbeableto:

• Identifytypesandformatsofletters;• Jotdownappropriatemainandsupportingideas;• Arrangecorrectlyideasinlogicalsequence;• Writeintroductionsandconclusionscorrectly;and• Writedifferenttypesofletters(formalandinformal)tosuitdifferentsituations.

ProficiencyinListeningandSpeakingLearnersshallbeableto:

• Identifycorrectlylongandshortvowelsingivensentences;• Identifycorrectlyconsonantsoundsoccurringinagivenmaterialincontext;• Identifytheappropriatevowelsoundsinpassages,playsandpoems;• Listenandproducedifferentspeecheswithreferencetovowelsounds;• Identifyandpronouncecorrectlytherelevantconsonantclustersinparagraphs;• Identifyandcorrectlypronounceselecteddiphthongsinpassagesandoralspeeches;• Identifyweakformsofdiphthongscorrectlyinspeeches;• Listentodifferentspeecheswithreferencetoweakformsofdiphthongs;• Identifycorrectlyandproduceaccuratelywordboundaries;• Identifyandusecorrectlycompoundwordsinpassages;• Identifycorrectphrasesinpassagesandusethemeffectivelyinsentences;• Listentodifferentspeecheswithreferencetoquestionsandtheirtags;• Listentopassagesandextractmainideas;and• Readpassagesaccuratelyatthespeedof100to150wordsperminute.

ProficiencyintheUseofGrammarLearnersshallbeableto:

• Identifycorrectlythefeaturesofnouns,verbsandadjectives;• Writecorrectlythefunctionsofnouns,verbsandadjectivesinagivenpassage;• Generateappropriatesentencesusingnouns,verbsandadjectives;

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• Identifycorrectlythefeaturesofadverbs,conjunctionsandprepositions;• Identifycorrectlythefunctionsofadverbs,conjunctionsandprepositions;• Constructsimplesentencesandindicatesubjectsandpredicates;• Constructsentencesusingadverbs,conjunctionsandprepositions;• Identifycorrectlyadverbialsinapassage;• Makecorrectsentencesusingadverbials;• Identifydifferenttensesfromgivenpassages;• Makesentencescorrectlyusingtenses;• Identifycorrectlyactiveandpassiveverbsingivenpassages;and• Makecorrectsentencesusingactiveandpassiveverbs.

ProficiencyinLiteratureLearnersshallbeableto:i. Understandliterature,evidencedbyabilityto:

• Defineliterature;• Identifyfeaturesofliterature;• Identifyfeaturesoforalliterature;• Identifyfeaturesofwrittenliterature;and• Explainliteratureasacareeroflanguageandculture.

• ii. Understandfolktales,evidencedbyabilityto:

• Definefolktale;• Identifyfeaturesandthemesoffolktales;• Retellandexplaincorrectlyfolktales;• Identifymoralsofagivenfolktale;and• Narratefolktales.

• iii. Understandmythsandlegends,evidencedbyabilityto:

• Definemythsandlegends;• Identifyfeaturesofmythsandlegends;• Explainthethemesofmythsandlegends;• Retellmythsandlegends;• Identifythemoralsfromgivenmythsandlegends;and• Narrateanymythandlegendincommunities.

• iv. Understandprose,evidencedbyabilityto:

• Defineprose;• Identifytypesofprose;• Listthefeaturesofprose;• Differentiatebetweentypesofprose;and• Writepersonalstoriesusingtypesofprose.

• v. Understandpoetry,evidencedbyabilityto:

• Definepoetry;• Readaselectionofpoems(oralandwritten);• Explainthemeaningofselectedpoems;

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• Identifythelanguageofpoetry;and• Writesimplepoems.

• vi. Understanddrama,evidencedbyabilityto:

• Definedrama;• Identifytypesandfeaturesofdrama;• Readanddramatizetextssuccessfully;• Identifythethemesandfeaturesofdrama;and• Identifyessentialprops/costumesinaplay.

• vii. Understandfiguresofspeech(similesandmetaphors),evidencedbyabilityto:

• Identifydifferentfiguresofspeechinsentences/passages;• Identifysimilesandmetaphorsinsentences/passages;• Usesimilesandmetaphorscorrectly;and• Turnsimilestometaphorsandviceversa.

• LearningStandardsforJuniorSecondarySchool(JSS)2BytheendofJSS-2Education,Learnershallbeableto:ProficiencyinReading

i. Readforcriticalevaluation,evidencedbyabilityto:• Readcriticallyandidentifyfactsandopinions;and• Makedeductions.

• ii. Readforspeed,evidencedbyabilityto:

• Readpassagesaccuratelyatthespeedof201to250wordsperminute;and• Readrapidlyandmakemeaningfromwhatwasread.

• iii. Readforsummary,evidencedbyabilityto:

• Identifytopicsentencesfromparagraphsandpassages;• Identifykeyideasfromdifferentparagraphs;and• Identifywordsandexpressionsthatredirectattentiontomainpointsofa

paragraphorpassage.•

ProficiencyinWritingLearnersshallbeableto:

i. Understandandwritevariousformsofcomposition,evidencedbyabilityto:• Identifyvarioustypesofcompositionwriting;• Listtheelementsofcompositionwriting;• Listtheuniquefeaturesofalltheformsofcomposition;and• Writedifferentformsofcompositions.

• ii. Writeletters,evidencedbyabilityto:

• Identifythetypesandformatsofletters;and• Writedifferenttypesofletterstosuitdifferentsituations.

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• iii. Summarizeapassage,evidencedbyabilityto:

• Identifytopicsentenceandkeyideasfromagivenpassage;• Explaincontentofapassageusingtopicsentence/keyideasgenerated;and• AnswerquestionsaskedfromaSummarizedpassage.

• ProficiencyinListeningandSpeakingLearnersshallbeableto:

i. Understandthemechanicalaccuracyofspeeches(phonemes),evidencedbyabilityto:• Identifyandproducedifferentspeecheswithlongandshortvowelsounds;• Identifyandproducedifferentspeecheswithconsonantclusters;and• Listandmakesentenceswithdiphthongs.

• ii. Understandtheroleofintonation,stressandrhythminspeeches,evidencedby

abilityto:• Identifythethreeintonationpatternsforstatements,questionsand

commands;• Makestatements,askquestionsandgivecommandsusingappropriate

intonation;• Listentodifferentutterancestoidentifycorrectpointsofpauses;and• Listentopoemsforappropriaterhythms.•

iii. Understandadverbialsandtenses,evidencedbyabilityto:• Readagivenpassageandidentifyadverbialsandtenses;and• Useadverbialsandtensesinsentences.

• ProficiencyintheUseofGrammarLearnersshallbeableto:

• i. Understandthemeaningandfunctionsofadverbs,conjunctionsandprepositions,evidencedbyabilityto:• Conciselydefineadverbs,conjunctionsandprepositions;• Identifyadverbs,conjunctionsandprepositionsinagivenpassage;• Describethefeaturesofadverbs,conjunctionsandprepositions;and• Explainthefunctionsofadverbs,conjunctionsandprepositions.

ii. Understandthemeaningandfunctionsofactiveandpassiveverbs,evidencedby

abilityto:• Defineactiveandpassiveverbs;• Readagivenpassageandidentifyactiveandpassiveverbs;and• Constructsimplesentenceswithactiveandpassiveverbs.

• iii.Understandthemeaningandfunctionsofmodalauxiliaries,evidencedbyabilityto:• Definemodalauxiliaries;• Readagivenpassageandlistthemodalauxiliaries;and

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• Givethedirectandindirectformsofmodalauxiliarieswithexamples.ProficiencyinLiteratureLearnersshallbeableto:

i. Understandnon-Africanfolktales,evidencedbyabilityto:• Identifyfeaturesofnon-Africanfolktales;• Explainthethemesinnon-Africanfolktales;and• Identifythemoralsofnon-Africanfolk-tales.•

ii. Understandlessonsfrommythsandlegends,evidencedbyabilityto:• Definemythandlegend;• Retellandexplainthethemesfrommythsandlegends;and• Identifythemoralsofmythsandlegends.

• • iii.Understandprose,evidencedbyabilityto:

• Readshortstoriesandexplainthethemes;• Differentiatethevarioustypesofprose;• Identifyfeaturesofdifferenttypesofprose;and• Writeexamplesofdifferenttypesofprose.•

iv. Understandpoetry,evidencedbyabilityto:• Readselectedpoems(oralandwrittenpoems);• Explainmeaningsofselectedpoems;• Identifythelanguageofpoetry;and• Writesimplepoems.

• • v.Understandandperformdrama,evidencedbyabilityto:

• Readanddramatizeagiventext;• Identifythethemeandfeaturesofaplay;• Identifytheprops/costumesinaplay;and• Writeanddramatizeaplay.

3.1.4 SeniorSecondaryEducationIntroductionSenior secondary education is received after completing basic education and before thetertiary stage. It is an academic study that is done over three years, representing threeacademicsessions.Attheendofthelastthreeyearsofupperbasiceducation(oftenreferredtoasjuniorsecondaryeducation),learnerstaketheBECE,whichqualifiesthemtoenterthesenior secondary stage.At theendof the three yearsof the senior secondaryeducation,learnerssitforSeniorSchoolCertificateExamination.ThejuniorsecondarylevelfallsunderPriorityarea1-BasicEducation,whiletheseniorsecondaryeducationlevelisPriorityarea2ofthegeneraleducationpolicy.TheSSCEisoneofthecertifyingexaminationsthatqualifieslearnersforhighereducation.PerformanceBenchmarks

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TherearethreemajorcategoriesofseniorsecondaryeducationintheState.Thesethreeare:theconventionalseniorsecondaryschools,theSpecialScienceSchoolsandtheTechnicalandVocationalSchools.Eachcategoryofschoolhasitsspecificperformancebenchmarkasshownbelow,while the learning standardsare the same.However, Science schooland technicalschools are given special attention by the StateGovernmentwith the aim of providing ahigher standard of learning to selected learners who have shown outstanding learningcapabilities.Inthisregards,higherlearningperformancebenchmarksareexpectedfromthelearners.Learnersinthesetwospecialcollegesarerequiredtoundergoaptitudeplacementtestswiththefollowingentryperformancebenchmarks:

• Aminimumof70%averageperformanceshallberequiredbyallintendinglearnersasentryplacementexaminationperformanceinthescience-focusedaptitudetestinfourrelatedsubjects.ThesesubjectsshallbeEnglish,Mathematics,ComputerEducationBasicScienceandTechnology;and

• Aminimumof50%passmarkshallberequiredbyallintendinglearnersinfiverelated

subjectsinadditiontotheplacementaptitudetest.ThesesubjectsshallbeEnglish,Mathematics,andanythreeofthevocational/commercialelectives.

ConventionalSecondarySchoolBy the end of the senior secondary education, at least 75% of learners shall achieve aminimumofcreditpassesin7subjects,includingEnglishandMathematics.ScienceSchoolsBytheendofthisseniorsecondaryeducation,at least80%ofthelearnersshallachieveaminimumofDistinctioninsevensubjectsincludingEnglishandMathematics.TechnicalSchoolsBy theendof senior secondaryeducation inStateTechnicalColleges, at least80%of thelearnersshallachievecreditpassinaminimumoffivesubjectsincludingEnglish,Mathematicsandthreecorevocational/commercialsubjects.LearningStandardsLearningStandardsforSeniorSecondarySchool(SSS)-1AttheendofSSS1, learnersshallhavewell-enhancedvocabularyandbeproficient inthefollowing:UseofGrammar, Spoken English,Hausa and French; ListeningComprehension,ReadingComprehensionandContinuousWriting.

VocabularyDevelopment

Learnersshallbeableto:• Talkandwriteeffectivelyaboutactivitiesofspecializedfieldsusingappropriate

registers;• Acquireappropriatewordsrelatedtospecializedfieldssuchasfishing,fishing

industryandanimalhusbandry;• Discussimportantaspectsoftheirownreligiouslifeandotherpeople’sreligious

beliefsusingregistersappropriatetoreligion;

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• Discussimportantaspectsoflifeathome;• Recognizewordswhichmeantheoppositeofeachother(antonyms);• Recognizeandusewordsthatarethesameinmeaningandnearlythesamein

meaning(synonyms);• Useandspellwordscorrectly,especiallywordscommonlymisspelled;and• Usedictionarytocheckwordsandcorrectspellings.ProficiencyintheUseofGrammarLearnersshallbeableto:• Recognizeandusenounswithwhichdefinitearticlecanbeappropriatelyused,

includingcountableanduncountablenouns;• Recognizeandusethevarioustechniquesforconvertingotherpartsofspeechinto

nouns;• RecognizeanduseirregularverbsandvarioustensesinEnglish;• Recognizethatverbsenterstructuralrelationshipswithadverbialparticles,anduse

thesecombinationscorrectly;• Recognizeandusecorrectlythevariousadverbialparticleswhichgowith‘give’,

‘put’,‘bring’,and‘take’;andfurtherappreciatethechangesthatgowiththeuseofthedifferentparticles;

• Recognizeandcorrectlyuseadjunctsofplace,time,mannerandreason;• Analysetheessentialfeaturesandkindsofcomplexsentences;and• RecognizeandAnalysetheessentialfeaturesofindependentanddependent

clauses;

ProficiencyinSpokenEnglish,HausaandFrenchLearnersshallbeableto:• Differentiatebetweeneachpairofconsonantsounds;andproduceoruseeach

appropriately;• Pronouncecorrectlywordsmadeof2syllableswithstressplacedonthesecond

syllable;• Pronouncecorrectlyconsonant/j/sequencewhichoccurinEnglish/ju:/;• Pronouncesyllabicconsonantscorrectlywithoutdeletingthemorinsertingintrusive

vowelsounds;• Pronouncecorrectlywordsof3syllableswithstresseitheronthefirst,secondor

thirdsyllable;• Pronouncecorrectlywordsmadeof3syllables,withstressonthethirdsyllable;• Pronouncecorrectlywordsmadeof4syllables,withstressonthefirst,secondor

thirdsyllable;• Pronouncecorrectlywordsmadeof4syllables,withstressonthesecondsyllable;• Recognizeandpronouncewordsmadeof4syllables,withstressonthethird

syllable;• Recognizeandarticulatecorrectlystresstiminginsentences;• Readpoemswithsegmentalclausesandrhymescheme;• Identifyandappropriatelyusevariedsentencesinintonationpatterns;• Usecontrastiveandemphaticstressinsentences;

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• Understandandusesimple,politerequestsandgreetingsthatattractquickpleasantresponsewhenproperintonationisapplied;and

• Speakonagiventopicfor3to5minutesanddemonstratefluency,confidenceandgooddelivery.

ProficiencyinListeningComprehensionLearnersshallbeableto:• Listenattentivelyandidentifymainpointsofaspeechorconversationandacquire

capacitytoretainkeywordsorsentencesinthespeechorconversationofotherspeakers;

• Recognizethepurposeandtoneoforalspeech;• Understandtherelationshipbetweentone,purposeandmeaninginoralspeech;

and• Demonstratepurposeandmeaningthroughtoneandstyleofspeech.ProficiencyinReadingComprehensionLearnersshallbeableto:

i. Readanddeducemeaningsofwordsusingcontextualinformation.Proficiencyshallbeevidencedbyabilityto:• Recognizetherelationshipbetweenawordanditsspecificcontextof

usage;• Expressthemeaningsofvariouswordsincontext;and• Distinguishbetweendictionarymeaningandmeaningincontext.

ii. Readandobtainthemainpointsofapassage,evidencedbyabilityto:• Recognizethemainorcentralpointofagivenpassage;and• Extractthemainorcentralpointofagivenpassage.

iii. Readandsummarizeapassage,evidencedbyabilityto:• Readandassignatitleorheadingrelevanttothecontentandpurposeof

agivenpassage;• Identifythetopicsentenceorsentencesthatcapturethemainideaofa

givenpassage;and• Readandsummarizeagivenpassageinlinewiththerequirednumberof

sentencesandwords.iv. Demonstratetheskillsoftakingnotes,evidencedbyabilityto:

• Takedownnotesduringlecturesordictationexercisewithaccuracyandcomposure.

ProficiencyinContinuousWritingLearnersshallbeableto:

i. Writeanexcellentnarrativecomposition,evidencedbyabilityto:• Expressthemselvesconciselyandaccuratelyusingfewparagraphs;and• Usecorrectandwell-punctuatedsentencesinwriting.

ii. Writeanexcellentdescriptivecomposition,evidencedbyabilityto:• Expressthemselvesconciselyandaccuratelythroughdescriptivetypeof

composition;and• Writecorrectandwell-punctuatedsentencesforadescriptive

composition.

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iii. Writeletters,evidencedbyabilityto:• Writecorrect,well-punctuatedandaccuratelyset-outinformalletters;and• Writesemi-formalletterswithallthepartsaccuratelyset-out.

iv. Statethepurposeofrecordkeeping,evidencedbyabilityto:• Keeprecordsofeventsinconciseandaccurateforms;• Writeoutnotices,invitations,etc.and• Writeouttheirexperiencesregardinganoccasiontheyattended.

v. Writespeeches,evidencedbyabilityto:• Statethegeneralfeaturesofaspeech;and• Writeaspeechforanyoccasion.

vi. Writeanarticleforareadingaudience,evidencedbyabilityto:• Differentiatebetweenthefeaturesofnewspaperarticle,speechand

ordinaryessay;and• Writearticlessuitableforschoolmagazinesorlocalnewspapers.

LearningStandardsforSeniorSecondarySchool(SSS)-2AttheendofSSS2,learnersshallhavewell-enhancedvocabularyandbeproficientinthefollowing:UseofGrammar,SpokenEnglish,HausaandFrench;ComprehensionandContinuousWriting.VocabularyDevelopmentLearnersshallbeableto:

• Speakandwriteeffectivelyaboutaninterestingactivityusingwordspeculiartotheactivity,suchassports;

• Understandandcorrectlyusewordsassociatedwiththeworldofentertainment;• Writeandtalkeffectivelyaboutdifferentformsofentertainment;• UsecorrectwordsassociatedwithInsuranceandBuilding;• Haveadequaterangeofwordstospeakandwriteaboutthemilitaryandtheirrolein

Statelife;• Acquirevariedrangeofwordsfortalkingeffectivelyonmattersofhealth;• Describeaccuratelydifferentaspectsofthings,actions,eventsorexperiencesby

meansofappropriatewords;• Listprefixestogeneratewordswhichareantonymsofgivenwords;• Identifyandcorrectlywritecommonlymisspelledwords;and• UsethedictionarytocheckthecorrectspellingsofwordsinEnglish.


• Recognizeandusegenericnounphrasescorrectly;• Userelativeanddemonstrativepronounseffectively;• Identifyandcorrectlyusetechniquesforconvertingphrasesandsentencesinto

nounsandnounphrases;• Identifyandcorrectlyuseactiveandpassivesentencepatterns;• Recognizeandeffectivelyusesequenceoftenseswithinthesamesentence;• Identifyandusecorrectverbswhichtakemorethanonearticle;• Identifyandeffectivelyuseadjunctswhichmaybeprepositionaloradverbial;and

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• Comprehendandusecomplexsentencestructures.ProficiencyinSpokenEnglish,HausaandFrenchLearnersshallbeableto:

• Useconsonantclustersandidentifytheunstressedvowelsoundsandpronouncethemcorrectly;

• Recognizeandcorrectlypronounceclustersoftwoandthreeconsonantswhichoccurword-initially(i.e.atthebeginningoftheword);

• Recognizeandcorrectlypronouncefive-syllablewordswithstressonfirstsyllable,secondsyllable,thirdsyllableandfourthsyllable;

• Recognizeandcorrectlypronouncefive-syllablewordswithstressonthird,fourthandfifthsyllables;

• Recognizeandusetheappropriateintonationpatternsassociatedwithsurpriseordisbelief;

• Identifythefinalityofstatement,informationandquestioninagivencontext;• Identifyindicationoftentativenessandusethecorrectintonationpatternstoshow

politenessordoubtinastatement;• Speakfluentlyandconvincinglyonagivencontroversialtopic;and• Proposetoastsandmakeotherformalspeechesasappropriatetoagivenoccasion.

ProficiencyinComprehensionLearnersshallbeableto:

• Distinguishbetweenstatedandimplied(orunstated)meaningsinspeeches;• Identifyandstateimpliedmeaningsofstatementsmadeatvarioussettings;• Makeoralorwrittenstatementstoillustratethedistinctionbetweenstatedand

impliedmeanings;• Dictatefromvariousreadingmaterialsevidence(ifany)ofillogicality,inconsistency,

faultyreasoning,misleadingstatements,etc.• Readanddemonstratecomprehensionofparagraphunitsofvaryinglengthand

complexity,andgiveanoverviewofeachparagraph;• Summarizelongpassagescontainingcomplexthoughts,ideasandargumentsin

prescribednumberofwords;and• Re-phraseaprosepassageusingwords,phrasesandsentencesthataremoreeasily

understood.ProficiencyinContinuousWritingLearnersshallbeableto:

• Expressthemselvesconciselyandaccuratelythroughexpositoryandargumentativewriting;

• Expressthemselvescorrectly,accuratelyandconciselyusingthethematicexperiencefromliterature;

• Expressthemselvesaccuratelyusingtheirpersonal/variousexperiences;• Writeformalandsemi-formallettersindicatingtheirrelevantpartsanduseof

language;• Differentiatebetweensemi-formalandformalletters;• Utilizethelanguageandliteraryskillspreviouslylearnedtoproducewrittenworksof

literarykindthatarecreativeinnature;

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• Writeaspeechforaspecialpurpose;• Usequotations,proverbs,idioms,etc.inspeeches;• Writesimplescientificandtechnicalreports;and• Usethevocabulary-relatedtospecificfieldsandsubjectareastowritetechnicaland

scientificreports.LearningStandardsforSeniorSecondarySchool(SSS)-3BytheendofSSS3, learnersshallhavewell-enhancedvocabularyandbeproficientinthefollowing:UseofGrammar,SpokenEnglish,HausaandFrench,ComprehensionandWriting.VocabularyDevelopmentLearnersshallbeableto:

• Usewordsconnectedwithcultureandceremonialrites;• Usewordsassociatedwithscienceandtechnology,andusesomescientificand

technicalwordsineverydayusesuchasgene,heredity,incubator,micro-organism,hereditary,nucleus,catalyst,atoms,molecule,etc.;

• Usewordsassociatedwithcarsandtraveling;• Usewordsassociatedwithgovernmentadministration,lawandjudiciary;• Usewordsassociatedwiththemaintenanceoflawandsocialorder;• RecognizethedifferencebetweenEnglishandAmericanspellingsofsomecommon

words;• UnderstandanduseidiomaticexpressionsinEnglish;• UnderstandforeignelementsinEnglishlanguage;• UseforeignwordsandphrasescommonlyoccurringinEnglishusage;• UnderstandFrenchwordscommonlyusedinEnglishspeeches;and• UnderstandLatinandGreekwordscommonlyusedinEnglish.


• Differentiatebetweenproperandcommonnouns,andusethemeffectively;• IdentifydifferentkindsofpronounsinEnglishandeffectivelyusetheminsentences;• Learnthevarioustypesofnormalization;• Recognizeandusecorrectlyverbswhichtakemorethanonecompliment;• Usesequenceoftensesinacontinuouspassage;• Recognizetheformsmodalverbstake;• Recognizeanduseappropriatemodalsincontext;• Usemodalsforexpressingpoliterequests;• Mentiontheformsandfunctionsofadjuncts,adverbials,adverbialclausesas

adjuncts,anduseadverbsindifferentpositions;and• Synthesizedifferentshortsentencesintolongersentencesinordertoprevent

monotonyandjerkinessofstylecharacterizedbyasuccessionofshortsentences.ProficiencyinSpokenEnglish,HausaandFrenchLearnersshallbeableto:

• Recognizeanduseappropriatelythefallingtune,theraisingtuneandthefall-risetuneclauseorsentence;

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• Useappropriatesentenceintonationpatternscorrectly;• Recognizeandcorrectlypronouncewordfamilyclustersoftwoconsonants;• Recognizeandcorrectlypronounceclustersofthreeandfourconsonantsword

family;• Recognizeandcorrectlypronouncewordsofsevensyllablesaswellascompound

words;• Recognizeanduseappropriatelythevoweloranyotherunstressedvowelin

unstressedwordfinalsyllable;• Recognizeandusecontrastivenuclearstressinsentences;and• Readsuitablepassagesaloudandclearlyforeffectiveandpleasantcommunication.

ComprehensionProficiencyLearnersshallbeableto:

• Summarizeanargumentwithoutadheringtoaspecifiednumberofsentencesorwords;

• Summarizeanargumentwithinspecifiednumberofsentencesorwords;• Summarizeanarrativeprosepassagewithinspecifiednumberofsentencesor

words,andeliminaterepetitions,digressionsandotherirrelevantdetails;• Re-writeagivenprosepassageintheirownwords,simplifyingitasmuchaspossible.• Extractideasfromagivenpoem;• Expressrelativelydifficultideasintheirownwordsandphrases;• Summarizemainpointsofatalk;• Outlineandsummarizemainpointsofabookorpassage;and• Outlineandsummarizethemainideasorpointsoflectures.

WritingProficiencyLearnersshallbeableto:

• Expressthemselvesaccuratelyandconciselyusingexperiencesobtainedfromliterature;

• Acquireenoughliteraryskillstoengageincreativewriting;• Writeavarietyofreportsandaddressesappropriatelyfordifferentaudiences;• Choosetheappropriateregisterforreportsoraddresses;• Useappropriatelexicalitems,structuralpatternsandaccuratefeaturesinwriting

reports;and• Describeaccuratelyandconciselythefunctionsoftechnicalandscientificmachinery,

toolsandequipmentusingappropriatevocabulary.3.1.5 AdultandNon-FormalEducationMassLiteracyEducationIntroductionMassliteracy,Adultandnon-formaleducationencompassallformsoffunctionalandgoodqualityeducationgiventoyouthsandadultsoutsidetheformalschoolsystem.Thisincludessecondchanceeducationandcoversbasicandpostbasiceducation.PerformanceBenchmarksforMassLiteracy

• BasicLiteracyqualifyingexaminationshallbeofthesamestandardwiththeprimaryclassesonetothreebenchmarksandstandards;

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• Postliteracyqualifyingexaminationshallbethesamestandardwithprimary4to6benchmarksandstandards.

LearningStandardsforMassLiteracyBenchmarkandstandardsforthecontinuingeducationshallbethesamewithBECEandSSCEinformaleducationsystem.

SecondChanceEducationIntroductionSecondChanceEducationisoneoftheSpecialEducationschemesthataimtoenhanceexistingopportunitiesoffurtheringeducationformales,femalesandpersonswithspecialneedsthathavedroppedoutfromschoolatanypointforwhateverreason.Italsoaimstoprovideremedialandlife-longeducationforthem.TheStateGovernmentrecognizesthepossibilityofpsychologicaltraumaandpossibleinferiorfeelingsthatcouldaddtoexistingbarrierstointegratingintoformaleducationsystem.Thus,thisspecialsecondchanceeducationschemehasbeenestablishedtoensurethatnooneisleftbehind.BenchmarksforSecondChanceEducation

• BasicLiteracyqualifyingExaminationshallbeofthesamestandardwiththeprimaryclassesonetothreebenchmarksandstandards;and

• Postliteracyqualifyingexaminationshallbethesamestandardwithprimary4to6benchmarksandstandards.

LearningStandardsforSecondChanceEducationBenchmarkandstandardsforthecontinuingeducationshallbethesamewithBECEandSSCEinformaleducationsystem.c.SpecialEducationIntroductionSpecialeducationisformaleducationprovidedtochildrenand/oradultswithspecialneeds.Recipientscanbeclassifiedintothefollowingthreecategories:

i. PersonswithSpecialNeeds:Peoplewithphysicalor sensory impairment includingalbinoswhocannotcopewithregularschool/classandteachingmethodsbecauseoftheimpairment.Inthiscategory,wehavepeoplewhoarevisuallyimpaired(blindorpartiallysighted);hearingimpairment(Deaforpartiallyhearing);physicallyandhealthimpaired(deformedlimbs,asthmaticetc.);mentalimpairment(teachable,trainableand bed ridden); emotionally disturbed (hyper/hypoactive, the sociallymaladjusted/behaviour disorder etc.); speech impairment (stammerers, stutterersetc.); learningdisabilities(Psychological/Neurological,educationalphobiaetc.);andmultipleimpairment.

ii. TheDisadvantaged:Thechildrenofnomadicpastorals,migrantfishermen,farmers,

huntersetc.whoduetotheirlifestyles,meansoflivelihoodandnaturaldisastersareunabletohaveaccesstotheconventionaleducationalprovisionandthereforerequirespecialeducationtocaterfortheirparticular/peculiarneedsandcircumstances.

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iii. TheGiftedandTalented:Childrenandadultswhohaveveryhighintelligencequotientand are naturally endowedwith special traits in arts, creativity,music, leadership,intellectualprecocity;etc.andthereforefindthemselvesinsufficientlychallengedbytheregulareducationalprogrammes.

PerformanceBenchmarksPersonswithSpecialNeedsByendofthegraduatinglearningsession,aminimumof50%ofthelearnersshallbeabletomovefromonelearningleveltoanotherusingtheschoolteachinginstrumentforassessment.TheDisadvantagedAminimumof70%ofthelearnersshallbeabletomovefromonelearningleveltoanotherusingtheschoolteachinginstrumentforassessment.TheGiftedandTalentedAminimumof85%averageperformanceshallberequiredbyallintendinglearnersasentryplacement examination performance into Gifted and Talented Schools in the State. Theassessment shall be based on the special placement test questions that are offeredspecificallyforthispurpose.UponcompletionofeducationatanylevelintheState,90%ofGiftedandTalentedlearnersshallachieveDistinctioninaminimumofsevensubjectsincludingEnglishandMathematics.

3.1.6 TertiaryEducationIntroductionTertiaryEducationisthelearningopportunityavailabletolearnerswhohavegraduatedfromsecondary school and passed the prescribed placement examination and advanced tolearning in universities, colleges of education, polytechnic, monotechnic, includinginstitutionsofhigherlearningthatoffercorrespondencecourses.PerformanceBenchmarkPolicyforTertiaryEducationAminimumof30%oflearnersfromanyoftheinstitutionsofhigherlearningintheStateshallgraduate with second class upper division (2.1) on a 5-credit scale for universities or itsequivalentatotherhigher institutions.This isapplicable for theuniversities,Polytechnics,Monotechnics,OpenandDistantLearninghigherinstitutionsintheState.

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Section5:QualityStandardsforEducationalServices

5.1 Learners’PersonalSkillsandParticipation

5.1.1 IntroductionThisaspectrequiresthatalllearners,includingthosewithspecialneedsshallparticipateinlearning activities and be able to demonstrate growth in their spiritual,moral, social andculturaldevelopment.

5.1.2 PolicyStatementToachievetheabovelearningqualitystandard,schoolsshallensurethat:

• Alllearners,includingthosewithspecialneeds,haveequitableopportunitiestoparticipateandtakeonextraresponsibilities,andbuildtheirskillsthroughco-andextra-curricularactivities;

• Giftedlearnersandthosewithspecialtalentsthrive,whilesupportingthosewithlearningchallenges;

• Learnersdemonstrateproperconductintheschool;• Learnersmoveaboutintheschoolinfreeandorderlymanner;• Theschoolisfreefrombullyingandotherformsofharassment;• Learnersandstaffinterrelationshipsareappropriateandpositive;• Learnersdemonstrateconfidenceandshowthattheyhaveself-esteem;• Learnersattendschoolregularly;• Learnersaremotivatedtoenjoyeducationbyrewardinggoodandoutstanding

performance;• Learnersarerepresentedinschoolmanagementcommitteesandboardsandmake

impactfulcontributionsatthatlevel;• Learnersmakecontributiontothecommunitybeyondtheschool;• LearnersaregivenopportunitiestoworkwithstaffandSBMC/SMBtosolve

problems;• Learnersplayaroleinthedevelopmentofschoolrulesanddecisionsthataffect

them;and• Theschoolenvironmentisconduciveforlearningandlearningmaterialsare

providedontimeandadequatequantity.

5.2: QualityofTeachingandLearning

5.2.1 IntroductionThisqualityassuranceareaaimstoensurethattheteachingandlearningthattakeplaceinschoolsareeffectiveinmeetingthefullrangeoflearners’needs,includingthosewithspecialneeds.Itplacesademandtoimproveontheextenttowhichlearnersacquirenewknowledgeandskillsintheirwork,developideas,understandingandtheextenttheyshowengagement,applicationandconcentrationareproductive. Italsoaimstofacilitatedevelopmentoftheskillsandcapacitytoworkindependentlyandcollaboratively.

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5.2.2 PolicyStatementInachievingtheabove:

• Allclasses,uptosecondarylevelshallbetaughtbyqualifiedandcompetentteachers,asindicatedinthemainpolicydocument;

• ECCDElearners,includingthosewithspecialneeds,shallbetaughtinaclassnotlargerthan25,asprescribedinthemainpolicydocument;

• Primaryschoollearnershallbetaughtinaclassnotlargerthan35;• Secondaryschoollearnersshallbetaughtinaclassnotlargerthan40;• Alllearners,includingthosewithspecialneeds,shallbeabletoparticipatefullyin

theclassactivitieswiththesupportoftheteachers;• Alllevelsoflearners,includingthosewithspecialneeds,shallattendschoolfor

approximately200daysperyear;• Allbasiceducationschoolsshallensureprovisionoflearninghoursofapproximately

931hoursperyear;• Allseniorsecondaryschoolsshallensureprovisionoflearninghoursof

approximately1083hoursperyear;• Alllearners,includingthosewithspecialneeds,shallhaveaccessofappropriate

instructionalmaterials;• Alllearnerswithspecialneedsshallhaveappropriateprovisiontoenhancelearning;• Alllearners,includingthosewithspecialneeds,shallbetaughttoapplyknowledge

andskillsappropriately;and• Learnersshallbegivenopportunitytoconstructivelycritiqueandappraisethe

teachers’qualityofteaching.Inadditiontotheabove,schoolmanagementshallensurethat:

• Teachershavegoodmasteryofsubjectmatterthattheyteach;• Teachersdeveloplessonplanswithclearlystatedlearningobjectives,and

communicatethematthestartoflessonusingsuitableteachingstrategies;• Whenthelearnersrequirespecialattention,teachersshallapplyaspecialapproach

tomeettheirneeds;• Teachingisinterestingandmotivationaltolearners,andteachersusepositiveand

correctivemethodsofclassroomdiscipline;• Teachingischallengingenoughtoequitablyaccommodateallcategoriesoflearners

andpromotelearningachievement;• Teachersuserelevantlearningmaterialsanddifferentteachingmethodsfor

effectivelearning;• Teachingmaterialsmatchthelearners’level;• Timeiswellmanagedbyteacherstohelplearnersmakeprogress;• Homeworkisusedtoextendlearningwiththoroughandconstructivemarkingof

learners’work;• Teachersuseassessmentscoresforlessonplanning;• Learnersacquirenewknowledgeandskillstodevelopnewideas;• Independentandcollaborativelearningbylearnersisencouraged;and• Teachersusevariedlearningenvironmenttoappealtovariouscategoriesand

comfortzoneoflearners.

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5.3: QualityofCurriculumandotherActivities

5.3.1 IntroductionThisaspecthighlightsthequalityofteachingthataffectslearningbasedonkeyareas,suchas:thequalityofcurriculumandotheractivities;theextenttowhichschoolsprovideabroadrange of worthwhile curricular activities and opportunities that cater for the interest,aptitudesandneedsoflearners.

5.3.2 PolicyStatement• Thecoresubjectsasoutlinedinthemainpolicydocumentshallbeofferedas

compulsorysubjectsinallschools;• TheNationalcurriculumshallbedomesticatedtoreflecttheState-specificstandards

thatwillpreparelearnersforachievingthesetbenchmarkfortheNationalandStateexaminations;

• Thedomesticatedcurriculumshallbegearedtototaldevelopmentofthelearners,includingthosewithspecialneeds,equippingthemwithlifeskillsaswellaspreparingthemforBECE,SSCEandotherrelevantexaminations;

• Thedomesticatedcurriculumshallbedevelopedtothestandardthatcanbeusedtopreparelearnerstocompetefavourablywiththeirnationalandglobalcounterparts;

• TeachersshallbeinvolvedintheprocessofdomesticatingtheNationalCurriculumwithspecificfocusonensuringappropriatecontentcoverage;

• Alllearnersshallbeexposedtoextra-curricularactivitiesinschooltopromotetalentdevelopmentandlifeskills;

• Alllearnersshallbesupportedtoparticipateinintraandinterschool,StateandNationalcompetitionsonextra-curricularactivities;

• Theresponsibledepartmentshallensurethatappropriatetextbooks,teachers’guidesandlearners’workbooksaremadeavailableandaccessibleintherequiredformattoallteachersandlearnersontime;and

• QualityAssuranceAuthorityshallensurethatthetextbooks,teachers’guidesandlearners’workbooksprovidedbytheMoESTareuptorequiredstandards.

5.4 QualityofCare,GuidanceandSupport

5.4.1 IntroductionThiscomponentaimstoensurethatschoolsarecommittedtolearners’welfare,ensuringthatlearners learn in a healthy and safe environment. All schools shall ensure that there is amechanisminplaceforlearnerstoreportissuesofviolence,abuseandconflictwhichmayaffecttheirlearning.Safespacesandadequateplatformsshouldbeavailableforlearnerstoarticulatetheirconcernsonmatterswhichaffecttheirattendanceandlearning.Allschoolsshallseektoinvolvelearnersintheirworkanddevelopment,providingsupport,adviceandguidance for learners; based on the follow up of their achievements and personaldevelopment.

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5.4.2 PolicyStatement• Theschoolshallprovideasafelearningandworkingenvironmentforlearnersand

teachers;• Allschoolsshallmaintaingood,easyaccesstoWater,SanitationandHygiene

(WASH)andFirstAidfacilities;• AllschoolsthatareparticipatingintheHomeGrownSchoolFeedingProgrammeand

thosewithboardingfacilitiesshallensurethatmealsservedtolearnersarehygienicallyprepared,adequateandbalanced;

• Allschoolsshallprovideguidanceandcounsellingservicesequitably,includingsupportforindividualcreativity,talented,traumatized,indigentandothervulnerablegroups;

• Allschoolsshallprovideopportunitiesforlearnerstoexpressthemselvesthroughclass-peergroupmeetingsandtheLearners’RepresentativeCouncil(LRC);and

• Allschoolsshallpromotesafetyskillswherelearnersaretaughthowtostaysafe,protectthemselvesfromharmandhowtotakeresponsibilityfortheirownandotherlearners’safety.

5.5 QualityofLearningEnvironment

5.5.1 IntroductionThis aims to ensure that the learning environment contributes effectively to learners’progressandachievements.Itfocusesonthefollowingthreeareas:theextenttowhichtheschool environment is conducive to learning; the extent and suitability and adequacy oflearningequipmentandotherfacilities;usageofInformationandCommunicationTechnology(ICT)inschools.

5.5.2 PolicyStatementSchoolsshallprovide:

• Safeworkingandlearningenvironmentforlearnersandteachers;• Adequateindoorsportsandgamesforlearners,especiallyfortheECCDE;• Perimeterfencewithaschoolgatemannedbysecuritypersonnel;• Adequateoutdoorinfrastructure,sportingfacilitiesandequipmentforlearners’

development;• Standardclassrooms,functionallaboratories,librariesandworkshopstoenhance

learning;• Separatetoiletfacilitiesforfemalesandmalesandpersonswithspecial

needs/disabilities;• Separatetoiletsformaleandfemaleeducatorsandfacilitatorsincludingthosewith

specialneeds/disabilities;• FunctionalICTlaboratoryforusebyalllearnersincludingthosewithspecial

needs/disabilities;• Accesstopotablewaterforuseinschoolbyalllearnersandteachers;• Accesstopowersupplyforuseinschooltoaidlearning;• Accesstoallpublicareasoftheschoolforlearnerswithspecialneeds;and

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• Ensurethatschoolbuildingareas,includingtoiletsandgroundsareaccessible,clean,tidyandinagoodstateofrepairwithabsenceofgraffitiandvandalism.

5.6 EffectivenessofLeadershipandManagement

5.6.1 IntroductionThis area focuses on improving learning standards through effective performancemanagementandgood leadership.Particularattentionwillbepaidtotheprincipals,headteachers, senior staff team, line management and those with responsibilities, includinglearnersandother stakeholders suchasParentTeachers’Associations (PTAs)andSchoolsBasedManagementCommittees(SBMCs).

5.6.2 PolicyStatement• Allschooladministratorsandleaders’effortsshallbechannelledtowardsimproving

theachievementofthelearners;• EveryschoolshallactivelyengageinSchoolSelf-evaluation(SS-e);• EveryschoolshallhaveaSchoolDevelopmentPlan(SDP)whichisbasedonrigorous

SS-eandExternalEvaluation(EE)reportsthatspellouttheareasforimprovement;• EverybasiceducationschoolshallhaveSBMCsorothercommunitybody;• EveryschoolshallhaveParentTeachers’AssociationaswellasOldLearners

Association(OLA);• EnsurethatthePrincipalsorHeadTeachersandallotherstaffwhoworkwith

learnersundertakeappropriatechildprotectiontraining;and• Empowerleadersatallmanagementlevelstobemoreaccountablefortheprogress

oftheschool.

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Section6:QualityAssuranceSystem

6.1 IntroductionImprovementinthequalityofeducationrequiresalegalentityandsystemthatshallfunctionin an efficient and effective way. Thus, the quality assurance commitmentsmade in theprevioussectionofthisdocumentmaynotberealizablewithoutasound,wellsupportedandsufficientlyfundedsystem.Thequalityassurancesystemcomprisesthesourceofauthority,legalmandate,organizationalstructure,Departmentalfunctions,interfacingroleswithotherbodies,operationalprocess,personnelandfinancing.

6.2 ExistenceofaLegalEntityforEducationQualityAssuranceintheStateTheStateGovernmenthasestablishedalegalentitywiththeresponsibilityforEducationQualityAssurancecalled,“KadunaStateSchoolsQualityAssuranceAuthority,(QAA)”.ThisentitywasestablishedbylegislationthatwaspassedonJune16,2017andassentedtobyHisExcellency,theGovernorofKadunaState,MallamNasiruEl’RufaionJuly1,2017asLawnumber13,2017.TheeffectiveoperationofthislawimpliestherepealoftheKadunaStateQualityAssuranceLawNo.6of2012andtheKadunaStatePrivateSchoolBoardLawNo.7of2007.

6.3 LegalMandateoftheStateQualityAssuranceAuthorityThelegalmandateoftheQAAisfirstdefinedinSection7oftheQAAlawNo.13of2017,withothermorespecificdetailsintheEducationSectorCorporatePlanof2019.AhighlightofthemandateasextractedfromtheQAAlawisstatedbelow,whilethedetailsinthelawandtheCPdocumentremainvalidandmorecomprehensive.

• ManageandmaintaindatabaseofEvaluationrecordsintheState;• RankSchoolsandpublishtherankingandevaluationreportsannuallyinthe

electronicandprintmedia;• ProcessallapplicationsfortheestablishmentofPrivateEducationalInstitutions;• PublishtherequirementsfortheestablishmentofPrivateSchoolsandensurethat

ProprietorsofallPrivateSchoolsadheretotheprovisionsoftheStateandStatepolicies,lawsandguidelinesoneducation;

• RecommendtotheCommissionerforapproval,allrequestsfortheestablishmentandissuanceofcertificatesofconsentforallproposedschools;

• Monitorandregulatetheactivitiesofprivateandpublicschoolstowardsmakingthemcontributetothedeliveryofqualityeducation;

• Registerallprivateandpubliceducationalinstitutionsaccordingtotheirtypeandcategoriesi.e.Nursery,Basic(Primary,JuniorandSeniorSecondary);

• KeepadequatestatisticalrecordsofallprivateandpublicschoolsoperatingintheState;

• LiaisewithotherAgenciestoensurethattheschoolenvironmentofallregisteredschoolsisconduciveandhasadequatefacilitiesforlearning;

• Liaisewiththeunitordepartmentresponsibleforinspectorateandeducationqualitymatterswithaviewtoensuringqualitycontrol;

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• PrepareandconducttheselectionofexaminationsforentryintojuniorandseniorsecondaryschoolsintheState;

• EvaluateandapproveprivateandpublicschoolsasTestCentres;• ImplementPoliciesonestablishmentofprivateschoolsasmaybeapprovedbythe

government;and• PerforminganyotherfunctionsasmaybeassignedtoitbytheCommissioner.

6.4 OrganizationalStructureandFunctionsTheabovelegalmandatescanonlybeimplementablewhentheyareclusteredaroundrelatedmandates with clearly defined communication and approval lines. In view of this, thestructureQAAlegalmandatesshallbeclusteredaroundthefollowingfourkeyfunctionalandDepartmentalareasasdevelopedintheCorporatePlandocumentofMoEST.

• DepartmentforQualityAssurance;• DepartmentforEducationResources;• DepartmentforPrivateSchools;and• FinanceandAdministration.

Theorganizedfunctionsaroundeachdepartmentandthestructurehavebeenreviewedandrevised through a rigorous Corporate Planning process for enhanced efficiency andeffectiveness onmandates. The revised structure of the Kaduna State Quality AssuranceAuthorityisshowninFigure1.WhilethedetaileddepartmentalfunctioncanbefoundinthefinalversionoftheCPdocument,theoperationalprocessandimplementationstrategiescanalsobefoundintheCPandEducationSectorStrategicPlanrespectively.Figure1:OrganizationalStructureoftheQualityAssuranceAuthority

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6.5 OperationalProcessesandPerformanceImprovementStrategyThisreferstotheneedtoenhancetheoperationalprocessthatwillensureactualizationofhigh-quality learners as the primary product of the State Educational System.While theproduct remains high quality learners that can adapt to global trends and situations, theprocessshallbeacontinuousperformanceimprovementsetofactions.Thisprocessdepictshowthelegalmandatesandthedepartmentalrolesofqualityassuranceshallbecarriedout.Itisprimarilycentredonsteadyanddirectobservationandevaluationofeventswithintheschools and classrooms. These shall be carried out through adherence to the guidingprinciplesandimplementingvarioustypesofEducationQualityAssuranceEvaluation(QAE)Strategiesasstatedbelow.

6.5.1 GuidingPrinciplesforEducationQualityAssuranceProcessesThefollowingguidingprinciplesapplytoallEAQactivities.Theyareintendedtoensurethat:

• Thefindingsofqualityassuranceevaluation,bothinternalandexternal,contributetoimprovementofeducation;

• Theprocessofqualityassurancepromotesinclusionofalllearners;• Qualityassuranceevaluationiscarriedouttransparentlywiththosebeingevaluated;• Allqualityassuranceevaluationexercisesarebasedonthesamesetofquality

standardsandqualityindicatorsandmustbemadeknowntoallstakeholders;• Thefindingsofthequalityassuranceevaluationarevalid,reliableandconsistent;• ThefindingsandrecommendationsoftheQAevaluationshallinformadjustmentin

thestrategiesforimplementingrelevantStatepolicies,plansandtraining.

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

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6.5.2 EducationQualityAssuranceEvaluationStrategiesThe following evaluation strategies shall be deployed to ensure availability of qualityinformationfortriangulation,objectiveconclusionsandjudgments.Eachshallbeappliedasfoundneedfultointentandpurpose.i. WholeSchoolEvaluation(WSE)StrategyWholeschoolevaluationisthecornerstoneofthequalityassurancestrategy.ItisoneoftheemergentframeworksforEAQglobally.Theprocessisamoreinteractiveprocedure,whichincludesbothSchoolSelf-Evaluation(SS-e)andExternalEvaluationof(EE)Schools.School head teachers/principals, schoolmanagement teams, teachers, PTAs, SBMCs, CivilSocietyOrganisations(CSOs),schoolgoverningbodies,localcommunitiesaswellasparentsprovideinputswhichtheSS-eteamusesfordetermininghowwellaschoolisperforming.ii. SchoolSelf-evaluation(SS-e)ProcessThereiswiderecognitionoftheimportanceofschoolself-evaluationasacontinuousprocessthatiscomplementedfromtimetotimebyexternalevaluation.SS-eisavitalcontributiontowardstheschool’sownabilitytoprovidequalityeducationforthelearnersintheircare.Ithelpsaschoolfocusonwhereimprovementsintheirprovisionneedtobemade.SS-ealsomakesanimportantcontributiontoexternalevaluation.ItprovidestheschoolandtheleadevaluatorwithameansofensuringthatEEcoversmattersofpotentialsignificancetotheschool.Theself-evaluationandexternalevaluationshallusethesamecriteriaasthebasisfortheirprocesses.iii. ExternalEvaluationProcessTheaspirationistocarryoutexternalevaluationofschoolsonathree-yearcycle.Everyschool(formalandnon-formaleducationcentre)shallhavetheexperienceofexternalevaluationatleastonceinthreeyears.AllschoolQualityAssuranceevaluationshallbecarriedoutusingtheEducationQualityAssuranceHandbookandEvaluationforBasicandSecondaryEducationinNigeria.ItistobeconsideredthattheshareofresponsibilitiesprescribedinthecurrentNPEforthethreetiersofgovernmentshallbemaintained.Thefederalgovernmenttherefore,throughitsState body, shall exercise the full scope of quality assurance functions over its ownsecondary/vocational schools, but exercise supervisory/oversight and validating qualityassurancefunctionsoverthestatesandthelocalgovernmentauthoritiesinrespecttotheirqualityassurancefunctionsinpublicandprivatepre-primary/primaryandsecondaryschools,andvocationcentres,respectively.TheState,throughitsqualityassuranceagencies,shallexercisesupervisory/oversightqualityassurancefunctionsinrespectofpublicandprivatepre-primary/primary/secondaryschoolswithin their jurisdiction. In effect, school EAQ services State-wide would be based oncollaborative and partnership relationships among the three tiers of Government and allstakeholders.Aftertheexternalevaluation,theevaluatorsshallgiveoralfeedbacktoteachersobservedandabriefingtotheseniorleadersintheschooltoexplaintheevaluationfindingsandwhattheschoolneedstodotoimprove.Anopportunityisprovidedfortheschooltounderstand

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howjudgmentshavebeenmade.Theschoolevaluatedwillquality-assuretheEEprocessbyfillingtheEEform.Inaddition,awrittenreportshallgiveaclearandconvincingaccountofthefindingsoftheexternalevaluation.ThewidercommunityandotherstakeholdersshallbeinformedoftheevaluationfindingsthroughthepublicationofschoolandStatereports.TheExternalEvaluationshalltakeaccountof,andcontributeto,theprocessesschoolshaveinplaceformonitoringtheirownperformanceandevaluatingtheeffectivenessoftheirworkinraisingachievement.

i. SpecialEvaluationThisprocessassessesanyaspectofaschool’sprovisiontogetthestateviewofeitheratopicoran issue.Specialevaluationcanalsobeusedtocollectaviewonspecificsubjects. It iscarriedoutastheneedarises.

ii. AccreditationEvaluationItisconductedprimarilytoapprovesubjectsforexternalexaminationsuchasSSCEorBECE.It isconductedattherequestoftheheadteacher/principalwhennewsubjectshavebeenintroduced in the school up to the senior secondary level orwhen a school is registeringcandidatesforexternalexaminationsforthefirsttime.Basedonreportsarisingfromvisits,approvaliseithergiveninfull,provisionallyordenied.

iii. EducationSectorPerformanceEvaluationTheQualityAssuranceAuthorityshallfacilitatetheprocessofself-evaluationfordepartmentsandagenciesinMoEST.ThisshallincludetheevaluationoftheEducationPolicycommitmentsanditscontributiontothedesiredqualitybenchmarksandstandards.

6.5.3 KeyAreasforEvaluationThefollowingsevencriteriashallbeappliedduringself-evaluation(internalevaluation)andexternalevaluation:

• Achievementandstandards;• Learners’personalskillsandtheirparticipation;• Thequalityofteachingandlearning;• Thequalityofcurriculumandotheractivities;• Thequalityofcare,guidanceandsafety;• Thequalityofthelearningenvironment;and• Theeffectivenessofleadershipandmanagement.

6.5.4 GradeofPerformanceTheperformanceofaschoolisgradedbasedonthefollowingjudgments:Grade Descriptors Descriptionofeachaspectofthereport1 Outstanding Qualityisveryeffective,efficientandinclusive.2 Good Qualityiseffectiveinmanyrespects,butthereisroomforimprovement.3 Fair Qualityisadequate.Stepshavebeentakentoimprove,buttheyhavenot

alwaysbeeneffective.4 Poor Qualityisbelowthatexpectedandlittleimprovementhasbeenmade.5 Verypoor Qualityisverypoorandstepshavenotbeentakentoimproveit.

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6.5.5 PerformanceImprovementStrategyforSchoolswithVariousGradesi. Schoolsgradedfair,poor,verypoorshallbemandatedto:• Articulatelessonsfromfactorsthatlimitedtheirperformanceorpreventedthem

fromnotperformingwell;• Articulatenecessaryactionsfordismantlingthelimitingfactorswithdefined

timelinesandpersonsresponsiblefordelivery;• Putinplacefollow-throughQAprocess;• PutinplaceaSchoolImprovementTeam;and• Wherefoundnecessary,onpoorperformanceinthreeconsecutiveevaluations,poor

gradingonevaluationscoresshallleadtochangeofthePrincipalorHeadteacherwithaqueryandsuspension.

ii. Schoolsgradedoutstandingandgoodshallbemandatedto:• Articulatelessonsfromfactorsthathelpedthemtoperformwell;• Articulatehowsuchfactorscanbesustainedandinstitutionalized;and• ThePrincipalsandHeadTeachersofsuchpublicschoolswithoutstandinggrading

shallbecommendedwithaspecialtrainingtripoutsidetheStateorCountry.

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iii. TheQualityAssuranceAuthorityshall:• Articulatethesuccessfactorsfromthelessonlearningevent,documentanddistribute

tovariousschoolsandkeystakeholdersineducation,includingparentsandyouths,priortoeachannuallessonlearningevent;

• Establishalearningachievementleaguetableinadashboardform,usingsuccessratesinBECE,WAECandNECOacrossthe12educationzonesintheState;

• Organizeandfacilitateanannuallessonlearningeventtoharnesscontributionsandfeedbackonideasandstrategiesforimprovinglearners’performanceinBECE,WAEC,andNECO.Validateandcollatealltheagreedactionstoguidefollow-upevaluation;

• Fromtheideasharnessedatthelessonlearningevent,aperformanceimprovementstrategy document shall be developed for schools in various categories ofperformance league table. The document shall contain solution-orientedinterventionsthatmustbeimplementedwithinoneyearforeachofthecategoriesofperformanceintheleaguetable.

• OrganizeEQAsharefairseverythreeyearstofacilitatecrossbreedingofknowledgeandskillsacrossschoolsandstakeholders.

6.5.6 EducationQualityAssuranceEvaluationPersonnelQualityAssuranceisaprofessionalareaandshallbeledbyonlyrecognizedandaccreditedQA Evaluators with proven excellent leadership andmanagerial skills. Therefore, the QAevaluatorsshallnotbemadetoperformotherdutiesoutsideQAduties,suchascarryingoutdatacollection.Thiswouldbeawasteofavaluable,professionalandtrainedresourceandwouldeitherextendQAcyclesornecessitatemuchlargerbodies.Duringthefieldevaluation,thefollowingkeypersonnelshallbeheldresponsibleforqualityoftheevaluationprocess.Thesepersonnelshallbethoseidentifiedthroughtraining,evaluationpracticeandmentoringasbeingthebestofthegroup.Theywouldhavetheresponsibilityfordifferentaspectsoftheworkoftheagencybutmayalsohaveoversightofoneofthefieldoffices.i. TheLeadEvaluatorRoleoftheLeadEvaluatorshallinclude,butnotbelimitedto:

• SchedulingofQAE,selectionofschools,QAteams,cycleforreaders,mentorsandtimeforContinuousProfessionalDevelopment(CPD),etc.

• Budgeting;• Organizationofaccreditation,mentoringprogramme,CPD,trainingforreadersand

mentors;and• Managingevidencebases,ICTanddatainput.

ii. FieldEvaluationZonalCoordinatorsRoleoftheFieldCoordinatorsshallinclude,butnotbelimitedto:

• Keepthecentreintouchwiththefield;and• Moderatepracticeacrossthestatesensuringharmonization.

6.5.7 CodeofConductforQualityAssuranceProcessesandEvaluatorsAspartoftheQualityAssuranceprocess,allevaluatorsmustupholdthehighestprofessionalstandardsandactinaccordancewiththecodeofconductasfollows:

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• Bepunctualandtimeconscious;• Beappropriatelydressed;• Haveagoodknowledgeofrelevanteducationalqualitystandards;• Evaluateobjectively;• Beimpartialandhavenoconnectionwiththeschoolwhichwouldunderminetheir

objectivity;• Carryouttheirworkwithintegrity,treatingallthosetheymeetwithcourtesyand

sincerity;• Reporthonestly,ensuringthatjudgmentsareevidencebased,fairandreliable;• Maintainpurposefulandproductivedialoguewiththosebeingevaluatedand

communicatejudgmentsclearlyandfrankly;• Doalltheycantominimizestressonthoseinvolvedintheevaluationexerciseand

actwiththeirbestinterestsandwell-beingaspriorities;• Begoodteamplayers;• Respecttheconfidentialityofinformationparticularlyaboutindividualsandtheir

work;• Betolerant,patientandresourcefulalways;• Bekeenobserversandgoodlisteners;and• Instilconfidence,minimizedisruptionandensurecooperationofstaffandlearners.

Evaluationinaschoolsystemshallbeasystematicandobjectiveassessmentofwhataschoolisdoing,andtheimpactonthelearnersbasedonsetsofcriteria.

• QualityAssuranceEvaluationshallbeconductedbytrainedandcertifiedevaluatorsinlinewithstandardguidelinesandtools;

• ThereshallbeaminimumofninecyclesofEQAevaluationofschoolsinasessionfollowingsuitabletypesofQAE;

• Thefindingsofthequalityassuranceevaluationexerciseshallbeusedtoimprovequalityofteachingandlearninginschools;

• TheprocessofselectingtheQAEsshallnotexcludepersonswithspecialneeds;• Qualityassuranceexerciseshallbecarriedoutopenlywiththosebeingevaluated;• Allqualityassuranceevaluationshallusethesamequalitystandardsandquality

indicatorswhichmustbemadeknowntorelevantstakeholders;and• Thefindingsandrecommendationsofqualityassuranceevaluationshallbevalid,

reliable,andconsistentandshallbedisseminatedtorelevantstakeholdersindesirableformatandshallbeacteduponforperformanceimprovement.

6.5.8 EducationQualityEvaluationGuidelinesandToolsTheStateEducationQualityAssuranceAuthorityshalladaptthefollowingguidelinesandtoolsalreadyproducedbytheFederalMinistryofEducationtoincorporatenewinitiativesarticulatedbytheStateinthisdocumentandtheotherStateEducationPolicydocuments.

• StateQualityAssuranceInstrumentforBasicEducationandSecondarySchoolsinNigeria(Revisedin2010);and

• StateEducationQualityAssurancehandbookforBasicandSecondaryEducationinNigeria-2014.

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6.5.9 SkillsEnhancementStrategiesforEvaluatorsi. ContinuousProfessionalDevelopment(CPD)

• Thereshallberegularconductoftrainingandre-trainingforStateeducationQAEsandStateQAEs.Thistrainingshallcoverrelevantareas,notlimitedto:

a) Collecting, collating, analysing, utilizing information/data and recordingevidenceformsontheWholeSchoolSystem;

b) Quality-assuringreports;c) Quality-assuringtheprocess;d) Analysisofevaluationfindings;e) Conductinglessonlearningandinterventionstrategies;f) Writingannualandotherreports;andg) ReportingtotheHonourableCommissioner,StateAssemblyandotherbodies.

• TheStateEducationQualityAssuranceAuthority(SEQAA)shallprovidetrainingifthereareStateinitiativesornewpoliciestobeevaluatedinschools.

• TheSEQAAincollaborationwithUniversalBasicEducation(UBEC)andStateEAQbodiesshallprovidetrainingthroughtrain-the-trainersorpublishingdistantlearningmaterials.

• CPDismandatory.Anexternalevaluatorwhofailstoimproveprofessionallywouldlosehis/heraccreditationtoworkasaQAevaluator.

ii. ShadowEvaluationThisisaprocesswherebyamentorguidesamentee(newevaluator)toacquireusefulskillstoenablehim/herfunctioneffectivelyasanevaluator.Itrequiresconstantpracticebythementeeunderthesupervisionofamentor.iii. EducationQualityAssuranceMentoring(EQAM)AtrainedandexperiencedqualityassuranceevaluatorshallcarryoutEducationQualityAssuranceMentoring(EQAM)visitsonsamplesofschoolsduringexternalevaluation.Thisvisitshall:

• Provideon-siteguidanceandcoachingtoQAEsandsoimprovetheirpractice;• HelpQAEsfulfiltheirroleswell;• Ensurethatevaluationprocessesarecorrect;• Provideguidancetoinformthefocusforgeneraltraining;• EnablethemanagementofQAEsperformancetobefairandtrainingtobebased

accuratelyonneeds;and• Reviewtherecordedevidencebeinggatheredandfillstructuredforminthequality

assurancehandbookaccordingly.

iv. EducationQualityAssuranceReaders(EQARs)EQARsareacriticalmassoftrainedEducationQualityAssuranceEvaluatorswhoareskilledinwritingschoolevaluationreports.Theyareto:

• ConductQAreadingsonallQAexternalevaluationreports;and• Ratifyallexternalevaluationschoolreportsasfitforpurposebeforetheyare

published.

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v. SetupSchoolSupportImprovementTeam(SSIT)andSchoolSupportOfficers(SSOs)TheSchoolSupportImprovementTeam(SSIT)andSchoolSupportOfficers(SSO)shallsupportvariousschoolstobeassignedbytheQAAby:

• Ensuringimprovementinteachersteachingskillsthroughregulartrainings;and• Mitigatinginareasrequiredforimprovementasstatedinschoolexternalevaluation

reports,especiallyforschoolteachersandheadteachers/principals.

6.5.10 EQASystemFinancingandAccountabilityMechanismsSection23oftheKadunaStateEducationQualityAssuranceLawof2017statesthefollowingasthefinancingmechanismforEQASintheState:

• StateBudgetallocation;• LocalandInternationalDonorAgencies;• Grants,giftsanddonationsfromindividual,localandinternationalorganizationsand

Agencies;• OthersourcesasmayfromtimetotimebeapprovedbytheGovernor;• Aspartofinitiativestoactualizenumber(iv)above,theStateshallallocate20%of

totalTermlyRevenuefromschoolstoQualityAssuranceServices;• QAAshallfromtimetotimeapplyproceedsofsuchfundstoactivitiesthatare

establishedfortheQAservicesasstatedinsection24oftheActestablishingtheAuthority,suchas:

a) expensesasmaybeexpresslyapprovedbytheBoard;b) topublicizeandpromoteactivitiesoftheAuthority,trainandaccreditQuality

AssuranceEvaluators;c) undertakeallactivitiesconnectedwithitsfunctionsunderthelaw,thispolicy

andimplementationguidelines.• QAAshallprepareandsubmittotheCommissionerforEducation,Scienceand

Technology,anestimateofincomeandexpenditureofeachyearnotlaterthanSeptember30,ofthefollowingyear;and

• QAAshallkeepproperrecordsandaccountsinrespectofeachfinancialyearandshallcauseitsaccountstobeauditedwithinsixmonthsaftertheendofeachyearbyAuditorsappointedfromthelistandinaccordancewiththeguidelinessubmittedbytheAuditorGeneraloftheState.

6.5.11.ResponsibilitiesatVariousInstitutionallevelsFederalshall:

• WorkwiththestatestoscheduleallQualityAssurance(QA)externalevaluationsofpublicandprivateschoolsoveranagreedcycle;

• Supportstatesincoordinating,structuringanddeployingteamsofQAevaluatorstocarryoutexternalevaluations;

• SupportthestatesinmentoringandmonitoringasampleofQAevaluationseachyeartoquality-assuretheworkofQAEs;

• CoordinatewiththestatesonthenumberofStateevaluationsthatwillinvolveNationalQAagentseachyear;

• Supportstatesinco-coordinatinglogisticsissuessuchastransportationandaccommodationforQAEs,wheresuchisneeded;

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• Workwithstatestoformulate,maintainanddisseminateallnecessaryagreednationalQAevaluationdocumentationtoschools,QAEsandthewiderpublic;

• CollateallQAevaluationdatafromstatesatthenationalleveltoidentifynation-widetrendsandpatternsinthequalityofeducationanddisseminatethisinformationtoschoolsandthewiderpublic,byproducinganannualreportontheStateofeducationinthecountry;

• ProvideorcommissionagreednationaltrainingforQAEsandworkwithstatestoaccreditandmaintainadatabaseofalltrainedQAEs;

• WorkwithstatestoestablishaprogrammethatprovidessupportandchallengevisitstoaidSS-eprocessandimprovementfollowingQAevaluations;and

• OversightofallQAactivitiesininstitutionsbelowtertiarynationwide.TheaboveresponsibilitiesshallbecarriedoutbytheFederalEducationQualityAssuranceService(FEQAS)throughlinkageswithUBECinstatesandlocalgovernmentlevelsby:

• Visitingexternalevaluatorsandcheckingthatagreedproceduresandpracticesincludingusingonlyaccreditedevaluatorsarebeingadheredto;

• Ensuringthatjudgmentsarebeingmadeaccuratelyaboutthequalitystandards;• Ensuringthatthesejudgmentsarebeingeffectivelysharedwiththeschoolsand

centrestopromoteimprovement;• Ensuringthattheagreedinstrumentsarebeingused;• Ensuringcontinuouscapacitybuildingandprofessionaldevelopmentofevaluators

throughfieldworkandotherappropriateactivities;and• ConveningannualcoordinationmeetingwithQAEsfromUBEC,allStateMinistriesof

Education(SMoEs),bodiesandorganizations.UniversalBasicEducationCommissionShall:

• JointlycarryoutannualschoolevaluationwithFEQAS;• BeamemberoftheNationalEducationQAAccreditationBoard;• EnableandsupportSUBEBstocooperateinstatesonQAprocessesandtraining

throughStateQAteams;• UsethefindingsofQAreportsproducedbythestatesandnationalannualQA

reportstoinformpolicy,planning,trainingandbudgeting;• WorkwithfederalandstatesonthenumberofStateevaluationsthatwillinvolve

nationalQAagentseachyear;and• OversightofSUBEBQAactivitiesinpublicprimaryschoolsnationwide.

KadunaStateshallworkwiththeNationalbodyforQAto:

• ScheduleallQAexternalevaluationsofpublicandprivateschoolsoveranagreedcycle;

• Coordinate,structureanddeployteamsofQAevaluatorstocarryoutexternalevaluations;

• Quality-assuretheworkofQAevaluatorsbymonitoringasampleofQAevaluationseachyear;

• CoordinatethenumberofStateevaluationsthatwillinvolveotherQAaccreditedbodieseachyear;

• CoordinatelogisticalissuessuchastransportationandaccommodationforQAEswheresuchisneeded;

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• Formulate,maintainanddisseminateallnecessaryQAevaluation-relateddocumentationtoschools,QAEsandthewiderpublic;

• CollateallQAevaluationdata,usethistoidentifyStatewidetrendsandpatternsinthequalityofeducationanddisseminatethisinformationtoschoolsandthewiderpublic,byproducinganannualreportontheStateofeducationintheStateandthecountry;

• ProvideorcommissiontrainingforQAevaluatorsandmaintainadatabaseofalltrainedQAEs;

• EstablishaprogrammethatprovidessupporttoaidSS-eprocessandimprovementfollowingQAevaluations;

• DevelopStatewide-workplansandschedulesfortheevaluationofschools;• Provideprofessionalguidanceandsupporttodivisionalandzonalofficersonthe

conduct,organisationandaccreditationofevaluations;• CarryoutperiodicreviewsandupdatesofWSEguidelinesandtrainingmodules;• Responsibleforthetrainingofevaluators;• Responsibleforregistrationandaccreditationofevaluators;• Collatedataonthestandardofschoolsthatwillguideinterventions,strategyand/or

reviewofeducationpoliciesintheState;• Collate and revert information on challenges and constraints of teachers and

institutionsfromevaluationreportsandidentifyareasofimprovement;• Determine/reviewbenchmarksagainstwhichschoolsareevaluatedandsetannual

targets;• DevelopcomplementaryinstrumentsforschoolevaluationreflectingState-specific

needsandaspirations;• Ensure that Divisional and Zonal offices follow standards and benchmarks for

evaluationofschools;• Evaluateandaccrediteachschoolatleastoncein3yearstoensurethemaintenance

ofqualityandstandards;• Establishasystemfordealingwithpoorlyperformingschools;• Ensure that full accreditation is carried out before a school qualifies to present

candidatesforexternalexaminations;• EstablishsustainablelinkageswithStateandnon-Stateactors;and• Publishanddisseminateevaluationreportsannually.

LocalGovernmentAreasshall:

• CollaboratewithMoESTandotherbodiesinvolvedinqualityassurance;• SupportQAtraining,withinState-wideneeds;• CarryoutQAevaluationswithintheagreedcycle;• ProvideaccreditedQAevaluatorstomakemixedteamsforexternalevaluation;• ArrangethelogisticsforcarryingoutQAevaluations;• MonitorQAevaluationsandEducationQualityAssuranceReaders(EQAR)reports

beforesendingtoMoESTforfinalQARreport;and• Supportschoolstoaddresschallengesraisedinexternalandinternalevaluation

reports.Schoolsshall:

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• CarryoutSS-eannually;• FilltheSchoolEvaluationFormonceayear;• UseSchoolEvaluationFormandEEreporttodrawupSchoolDevelopmentPlan

(SDP);• AssesstheimpactofimplementationofSDPonlearners’achievementforfurther

improvement;• Cooperatewiththeteamofexternalevaluators;• Identifyanofficeroftheschooltoliaisewiththeteamofexternalevaluatorsduring

schoolvisit;• Grantfullaccesstoschoolrecords;• Informparentsandotherstakeholdersabouttheimpendingexternalevaluation;and• FilltheschoolEEsurveyformforexternalevaluators.

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Section7:SustainabilityofQualityAssuranceServicesintheState

7.1 ProfessionalizationStrategyforEducationQualityAssuranceintheStateTo be eligible to become an accredited external evaluator and to carryout externalevaluations, individuals must successfully pass through a process of selection, training,assessment, andprobationbeforebeing finally accredited. To assureuniformquality, theSEQAAshallprovideguidelinesandaccreditqualityassuranceprocessesandevaluators.

7.1.1 SelectionQualificationsrequiredofeducationQAEs:

• PossessaminimumofBachelor’sDegreeinEducationoraminimumofBachelor’sDegreeplusaprofessionalcertificateineducation;and

• BeregisteredwiththeTeachersRegistrationCouncilofNigeria.Experiencerequired:

• Haveatleast12yearsofteachingexperience;and• Andhaveachievedatleastsalarygradelevel14oritsequivalent.

7.1.2 Training• Intensivetheoreticaltraining;and• Probation/on-the-jobpracticeafterpassingthetheoreticaltrainingshallbefora

minimumofsixschoolvisitsandproductionofgoodqualityassurancereports.

7.1.3 AssessmentEnsurethatonlythebestisusedasQAEsafterachievingsuccessinoral,writtentests,andfinalexaminationonanexternalevaluation.

7.1.4 Competences• PlanninganEE;• ManaginganEE;• Professionalknowledgeandjudgmentsonqualityandstandards;• Abilitytocollect,collateandanalysevalidevidence-baseddataaswellasidentifying

themainissuestomakeevaluativejudgmentaffectingqualityintheschools;• Reportwritingskills;and• Speechskills.

7.1.5 AccreditationAccreditation, certification and registration will be the responsibility of a State qualityassurance body but pending its establishment, its functions and responsibilities will be

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dischargedbySEQAA.Acertificateofproficiencyshallbegivenaftersuccessatthepracticumandsuccessfulcompletionofprobationperiodtobereviewedeveryfiveyears.

7.2 PolicyImplementationGuidelinesEffective implementation of this policy can be enhanced by developing a detailed Policyimplementationguidelinewithpolicyprogressandperformancetracker.Theguidelinesshallcontain detailed information such as the key activities and actions that are required toactualizeeachpolicystatement,timeframeforcommencementandcompletion,institutionresponsiblefordeliveringeachactivity,reportinglines,contentandstructure,amongothers.However,thereisanEducationPolicyStrategicPlanthatprovidesgeneralstrategicdirectionfortheeducationpolicyandthisqualityassurancepolicy.Annex2ofthisdocumentcontainsa roll-out plan that shows key steps towards eliciting relevant commitments for wideracceptanceonthisPolicy.

7.3 PolicyMonitoringandEvaluationToguaranteequalityassurance,thereistheneedtohaveacycleofmonitoringandevaluationactivities.Thismustinvolveasystematicprogrammeofexternalqualityassuranceevaluationaswellasrigorousappraisalforthequalityoftheworkofthosecarryingoutthework.

• • Aqualityassuranceprocessinvolvescheckingthequalityofeveryexternalquality

assuranceactivityincludingreporting;• Informationanddatafromindividualsurveysandexternalqualityassurance

evaluationsareanalysedatNational,StateandLocalGovernmentlevelsasappropriate;

• TheanalysisofexternalqualityassuranceevidencetoinformtheStateeducationpolicyandtodeterminethefollowingyear’squalityassuranceprogramme;

• Toensureequitablestandardsofworkinqualityassurance,theSEQAAshallmonitor,evaluateandcoordinateallaspectsofqualityassurancepracticesineducationatthebasicandpotbasiclevels;

• TheSEQAAshalladvisetheHonourableCommissioneronallaspectsofqualityassuranceineducationattheselevels;and

• TheSEQAAshallregulateallqualityassurancepracticesintheState.

7.4 ConclusionItisanticipatedthatiftherearesustainedstrategicinterventionsandenhancedinvestmenton the key EQA areas by the State Government, that remarkable improvement will beachieved in the pass rates for BECE, WAEC and First-Degree examinations from tertiaryeducation. The State government will aim at actualizing the learners’ performancebenchmarksandlearningstandardsthathavebeensetaboveacrossalllevelsofeducation.Therefore,effortswillbedeliveredonallcommitmentsabovetowardsimprovinglearners’personalskillsandparticipation;qualityofteachingandlearning;qualityofcurriculumandotheractivities;qualityofcare,guidanceandsupport;qualityofthelearningenvironment;andeffectivenessof leadership andmanagement.Other areas that shall be strengthened

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include,butnotarelimitedto,deepeningthequalityofperformanceanalysistoreflecttheimpact of education services on learners; and sustainability of learning outcomes andinclusiveness.

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Annexes

Annex-1:DefinitionofkeyTermsUsedAccreditationofExternalEvaluators–istheculminationofaprocessofselection,training,assessment,probationandcertificationofeducationevaluators.Codeofconduct–prescribeswhatisacceptableintheprofessionalmannerandperformanceoftheevaluator.Inotherwords,thebehaviouralpatternexpectedduringthedischargeofthedutiesoftheevaluatoriswhatisreferredtoastheCodeofConduct.ExternalEvaluations–isusedtodescribethenewtechniqueofexternalevaluationscarriedoutbyaccreditedexternalevaluatorsthatfocusonquality.Theseevaluationsarepartofanewcycleofqualityassuranceinschoolsthatincludeschoolself-evaluation.Theyusuallylookatthewholeschoolusingthequalityassuranceevaluationschedule.However,theremaybeoccasionswheresubjectsorthemessuchas‘theeffectivenessofgirlsorboys’transitfromprimary to junior secondary’s are also evaluated using the schedule. These evaluationsreplacemosttraditionalinspections.ExternalEvaluators–describestheexternalevaluatorswhoaretrainedandaccreditedtocarryoutthenewtechniqueofexternalevaluationsbytheirfocusonquality.Inthepasttheywouldbereferredtoasinspectors.WholeSchoolEvaluation–thetermisusedtodescribetheprocessofjudgingqualityacrossawholeschoolanditinvolvestheschoolself-evaluationandregularexternalevaluation.InternalEvaluationsorSchoolSelf-evaluation–Self-evaluationisacontinuousprocessthatiscomplementedbyperiodicvalidationthroughexternalevaluation.Self-evaluationrequiresthosewithintheschooltomakeuseofthequalityassuranceevaluationscheduletojudgethequality of what they are doing themselves. Self-evaluation provides the school with vitalinformationaboutwhatisworkingwellandwhatneedsimprovement.Learners–usedthroughoutthisdocumenttodescribechildrenofallagesbelowtertiarylevel,receivingeducationinformalandnon-formalsettings.QualityAssurance– systems andprocedures designed to ensure that activities are beingcarriedoutaccordingtosetstandardsandtomonitor,evaluateandimproveperformance.Quality Assurance provides the evidence needed to establish confidence among allconcerned, that quality-related activities are being performed effectively. In the school’squalityassurance,theactivityfocusesonwhetherlearnersareachievingasmuchastheycanandwhethereverythingtheschoolprovidedhasthebestpossibleimpactonlearning.Quality Standards – nationally agreed standards,which are the goals towhich all shouldaspireforalllearners,teachers,staffandthosewholeadandmanageschools.Theyshouldnotbeseenasbeingtheceilingforaschool’sambition.Schoolsshouldaimtogobeyondandaboveeachstandard.

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School–thetermschool isusedtodenoteallgovernmentandprivateschools,aswellasformalandnon-formaleducationcentresinwhichlearnersbelowtertiarylevelareeducated.SchoolBasedManagementCommittee–thestructurerepresentingallthestakeholdersofthecommunitywhoarewillingandabletoimprovethemanagementoftheschooltoensureimprovedteachingandlearningoflearners.SchoolDevelopmentPlan–aconceivedmethodofachievingtheagreedsetofspecificshort-andlong-termgoalsbyStakeholdersforaschoolbasedonitsvision,missionandqualityofeducationitprovides.

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Annex-2:RollOutPlanS/N Activity Responsibility Timeline/Deadline ExpectedOutput1 Finalinternalvalidationof

the technical content ofthedraftEQAPolicy

PS-QAA andteam

March7,2019 Post internal validationversion of the draft EQApolicy

2 Final editing andformatting

PS-QAA March12,2019 EditedandformattedversionofthedraftEQApolicy

3 Submission of the draftEQA policy to the HC-MoEST

PS-QAA March13,2019 EditedandformattedversionofthedraftEQApolicy

4 Development andsubmissionofbrief toHisExcellency, the GovernorofKadunaState

HonCommissionerMoEST

March15,2019 PolicybrieftoHE,seekingforapproval

5 Development of CouncilMemorandum to seekapprovalofthedraftEQAPolicy


March15,2019 Council Memo on the draftEQA Policy seeking forapproval

6 ApprovalofthedraftEQAPolicy


March18,2019 ApprovedEQAPolicy

7 GazettingoftheapprovedEQApolicy

SecretarytotheStateGovernment

March20,2019 EQAPolicyGazette

8 Printingof thepolicyanduploading in the State’swebsite

PS-QAA March22,2019 Printed copies of KadunaState EQA Policy; Policy isuploaded in the State’swebsite

9 Development of EQAPolicy ImplementationGuideline, with progressandperformancetracker

PS-QAA andteam

March25,2019 EQA Policy ImplementationGuideline

10 Press conference on theEQAPolicy

HC-MoEST andteam

March28,2019 EPIWorkPlanavailable

11 Advocacy/sensitization ofstakeholders and citizensontheEQAPolicy

HC-MoEST andteam

March28,2019 StakeholderandCitizensarefully awareof theEducationPolicy

12 DistributionoftheprintedEQAPolicy

PS-QAA andteam

March28,2019 Relevant institutions andorganizations have copes oftheEQAPolicy

13 UpdatingtheexistingEQAtools and manuals toreflect new areas of theEQApolicy

PS-QAA andteam

April1,2019

14 Training of the EQAEvaluators on the newpolicyrequirement

PS-QAA andteam

April8,2019

15 Conduct first EQAevaluation cycleafter theexistenceofEQApolicy

PS-QAA andteam

April30,2019 First Post EQA policy WHEevaluationreport

16 Full roll out of the EQApolicyimplementation

PS-QAA andteam

Quarterly Populated implementationtracker

17 Implementationmonitoring, tracking andevaluation of the policyimplementation

PS-QAA andteam

Biannually andannually

Biannual and annual EQAprogressreviewreport

59

S/N Activity Responsibility Timeline/Deadline ExpectedOutput18 Revision of the EQA

implementationguidelines based on theprogressreviewfindings

PS-QAA andteam

Annually BiennialEQAimplementationplan

KadunaStateGovernment

Kaduna State Education Quality Assurance Policy

Documents

Transcript of Kaduna State Education Quality Assurance Policy