Article Citation: Umar MUHAMMAD and Sanusi SULEIMAN (2023). Financing Primary Education for Quality Assurance in Nigeria: Issues and Challenges. DEGEL: The Journal of the Faculty of Arts and Islamic Studies, Vol. 20, No. 1 & 2. ISSN 0794-9316
FINANCING
PRIMARY EDUCATION FOR QUALITY ASSURANCE IN NIGERIA: ISSUES AND CHALLENGES
By
Umar
MUHAMMAD and Sanusi SULEIMAN
Abstract
Primary
Education is the bedrock and the foundation level in Nigerian educational
system. As a result of its importance, there is need to effectively and
efficiently financing Primary Schools in order to realize the laudable
objectives as enshrined in the National Policy on Education through Quality
Assurance. In an attempt to address this, issues like, Primary Education
and its objectives, Concept of Funding, Shared Public Funding of
Basic Education in Nigeria, Quality Assurance, Requirements for Quality
Assurance in Primary Schools, Challenges of Quality Assurance in Primary
Schools, Attitudes of Quality Assurance and Some Alternative Methods of
Funding Basic Education were discussed. It was concluded that the
financial provision from both the Federal and some State governments in
Nigeria, has failed to meet up with the demands of this level of education as
indicated by its increasing population of children that enroll annually, It is
recommended that, Capacity building exercises should be organized for quality
assurance agents. An independent professional quality assurance body in primary
education should be established to fashion out a comprehensive quality
assurance document (in terms of policy),, and finally, Both Federal and State
Governments should provide adequate funds by educational institutions in the
country by giving it top priority of allocating at least thirty percent (30%)
of the total Budget to Education.
Introduction
Primary
school education is the initial part of the compulsory, free basic education
every Nigerian child must have. It is an essential component of human capital
and plays an important role in the economic growth and development of a
country. Primary school education helps to increase the number of persons with
the skills, experience, and education required for increasing a country’s gross
domestic product and standard of living. It is the starting process from
childhood to adulthood, and very vital for any enterprise or society that
wishes to survive under the stiff challenges of an emerging world (Adebiyi,
2010). Enrollment in schools represents the largest component of the investment
in human capital in most society (Schultz, 2002). Empirical evidences on the
positive growth effect of human capital seems to be quite strong. Studies of
the rates of returns to education attribute a positive value to the rate of
returns to primary education (Arif et al, 2011). This means that by acquiring
primary education one can increase one’s earnings. If this relation holds true,
primary education generates a positive externality and should be subsidized.
Secondly, it is often claimed that the presence of financial constraints
prevents children from achieving basic education, so that public intervention
in primary education will give a larger share of the population access to
primary education, leading not only to more growth but also to more equality in
the long run. Primary education dictates the pace of the educational growth and
progress of a nation, therefore, all issues concerning them should be treated
with all necessary attention. takes a look at some of the contemporary hanging
issues in primary education in Nigeria, which demand the urgent attention of
the government as a major stakeholder in the education industry.
In the
modern world, education has come to remain as the bedrock of development in
societies. Hence, nations have adopted formal education as a veritable
instrument for national development. In this direction, schools have been
institutionalized to dispense education at different levels and components. In
these schools, teaching and learning take place as teachers and students
(learners) are engaged in one form of instructional activity or the other. It
is important to note that these instructional activities must not be at
variance with the procedures set out for them, and must result in the
objectives set out for attainment in the schools. The need then arises to
ensure that the quality of instruction in the primary schools is assured.
Because there is need for a shift of emphasis particularly in primary education
discourse from how much and how many to how well; from more to better and in
fact to more of the better (Obanya, 2001), There are number of Issues about
Financing and Quality assurance in primary schools which would lead to the
attainment of objectives of this important level of education. For example;
Curriculum relevance that guides learning experiences and how they are
dispensed. Thus, the curriculum impacts directly on the quality of teaching and
learning in schools. Infrastructural facilities elements found within the
school environment which facilitate its optimal functioning that culminate in
the achievement of set goals. Instructional Materials are indispensable
materials in the teaching- learning process because they are the media through
which instruction is facilitated. Regular Capacity Building Exercise for
Primary School Teachers since no system of education may rise above the
quality of teachers, it becomes expedient that the capacity of primary school
teachers should be built. This exercise would enable them become acquainted
with modern ways or means of discharging their professional duties. Teachers
hold the key to the success of any educational system. Therefore, for them to
properly translate or interpret the curriculum to the understanding and utility
of pupils, they must be adequately qualified for the job. It is in this direction
that (FRN, 2014:39) recommends that the minimum qualification for entry into
the teaching profession should be the Nigeria Certificate in Education (NCE).
Therefore,
the focus of this paper is to look at issues that of paramount importance
leading to the attainment of the set objectives of primary education in Nigeria
and proffer solutions to the challenges through adequate funding to ensure
quality assurance.
Primary
Education
Primary
education is the first level of formal education preceded by early childhood
education. At this level, children are prepared for a broad-based education
which emphasizes the attainment of permanent and functional literacy, numeracy
and effective communication skills. It provides the basis for progressive
learning of the child. In Nigeria, primary education is defined as education
given in an institution for children aged 6 to 11 plus. Since the rest of the
education system is built upon it, the primary level is the key to the success
or failure of the whole system. The duration shall be six years (FRN, 2014).
Okujagu (2017) likened it to the builder’s foundation, which determines the
number of storeys a gigantic building can carry. ‘Foundation’ is primary
education and ‘gigantic building’ is the entire system of education. Primary
education is a major component of Nigeria’s Universal Basic Education. It is
free, compulsory and universal.
At this
level of education, the curriculum offerings have been differentiated into
several subject areas. These subjects are to be taught using practical,
experimental and exploratory methods. The objectives of primary education are
as follows:
Objectives
of Primary Education
a. Inculcate permanent literacy and numeracy, and ability
to communicate effectively.
b. Lay a sound basis for scientific and reflective
thinking.
c. Give citizenship education as a basis for effective
participation in and contribution to the life of the society.
d. Mould the character and develop sound attitude and
morals in the child.
e. Develop in the child the ability to adapt to his
changing environment.
f. Give the child opportunities for developing
manipulative skills that will enable him to function effectively in the society
within the limits of his capacity.
g. Provide the child with basic tools for further
educational advancement, including preparation for trades and crafts of the
locality (FRN, 2011).
Achievement
of these objectives will lay a solid foundation for the next subsequent higher
levels of education (i.e secondary and tertiary). The objectives are stated to
reflect the three domains of learning: cognitive, affective and psychomotor
domains. Funding is a key component of achieving the objectives.
Concept
of Funding
Funding
according to Ogbonnaya (2012) refers to a sum of money saved or made available
for a particular purpose. It could be called money or financial resources. In
his view, Adesua, (2013) defines funding as the act of providing resources
usually in form of money or other values, such as effort or time, for a
project, a person, business or any other private or public institutions.
Adesina, (1999) viewed funding as a grant of authority to an agency,
department, or unit to incur monthly obligations and to pay for them. It can
also be viewed as a catalyst, which accelerates the development of any project.
(Ukeje, 2012). Ukeji further stated that funding is an indispensable tool of
any organization and it has been a 42 topical issue in Nigeria for a very long
time.
Financial
management is a very important aspect of management in any organization because
it embraces all accounting techniques that will help provide information
designed to assist management in planning and controlling the activities of the
organization. With regard to the importance of financial school management it
would be relevant to quote as Okwori defined financial management as the
forecasting, planning, organizing, directing and controlling of all activities
relating to the acquisition and application of financial resources of an
enterprise in the keeping with the financial objectives (Okwori 2010).
Likewise, Ogbonnaya (2013) argued that, the central purpose of financial
management whether in government, in business, or individual is the raising of
funds and ensure that the funds so mobilized are utilized in effective and
efficient manner. As such, financial management is important to determine
whether or not the school will meet its objectives (Orlosky 2004). However, its
importance can be seen if the runners know how to run. In this paper the
headmasters/Headmistress are runners of the school management practice. The
headmasters/Headmistress should be acquainted with and implement the core
activities of financial management stated above in their schools. The main
roles of consideration is clearly outlined on the definition: financial
management as the forecasting, planning, organizing, directing and controlling
of all activities relating to the acquisition and application of financial
resources of an enterprise in the keeping with the financial objectives (Okwori
2006). The principals are responsible bodies to organize implement and run
financial affairs their schools.
Shared
Public Funding of Basic Education in Nigeria
Funding
of education is a concurrent responsibility as contained in the federal
constitution of Nigeria (Federal Republic of Nigeria, 1999; Khemani, 2001;
Nwoko, 2015). Consequently, the federal, state and local authorities have
statutory powers to fund schools within their areas of jurisdiction. The UBE
Act of 2004 also provides the framework for shared funding of the UBE among the
three levels of government (Steenbergen, Nnodu, Nwachukwu, Nyager, 2016).
Within this framework, however, appears to be a disequilibrium in the
percentage of money earmarked for educations among the three tiers of
government. More so, the notion of concurrent financing of education is a
feature of fiscal federal structure in the delivery of education in the
country. Following the introduction of the UBE in 1999 (Anaduaka & Okafor,
2013; Salihu & Jamil, 2015), the population of learners has increased
significantly, thus bringing huge implications on financing of education on the
three tiers of government. Besides, Nigeria has consistently allocated a small
percentage from her annual national budget for education. In fact, Nigeria has
not been complying with the UNESCO’s 26% benchmark of annual budgetary
allocation for education (Ajayi & Ekundayo, 2012).
Estimates
of expenditure on education in Nigeria as contained in Hinchliffe (2010) and
Ogungbenle and Edogiawerie (2016), and concerns raised in Ajayi and Ayodele
(2014), Aina (2007) etc give supportive information regarding underfunding of
education in the country. Given the amount of resources Nigeria is endowed
with, her national budget for education is a far cry from what other African
countries spend per annum on their education. A concomitant effect of this
issue finds expression in poor management of schools within the purview of the
UBE. There are degradations and shortages in accommodation, staff, staff
remuneration, instructional materials, infrastructure etc in several schools
across the country. It paints a picture of a builder that decides to put more
concrete materials on the elevations than the foundation of a building. Basic
education is critical in any educational system worldwide. Nigeria recognizes
the strategic position of this level in achieving the purposes of other levels
of education. As stated in her National Policy on Education (2014), basic
education is key to the success and failure of the secondary and tertiary
education. That being the case, there is no amount of money committed to it
that can be regarded as a waste or misplaced. The three-pronged mandate of
free, compulsory and universal basic education has really increased access to
school for quite a number of children from diverse backgrounds nationwide.
Available monetary provisions for education unfortunately hinders the UBE from
being able to cope with a steady rise in the number of children who are
eligible to receive places at school. Limited funds compromise the objectives
of UBE and reduces the opportunity for learners to leave school with good
outcomes. While the strategy to expand and increase access to education keeps
changing, the patterns and attitude of funding education has over time not been
reviewed in Nigeria. Much of Nigeria’s educational sector still relies hugely
on grants from agencies, fees, donations from charity organizations, community
participation, subventions from governments, the UBE intervention fund etc to
survive (Oralu & Oladele, 2015; Nwoko, 2015). Revenue from these sources
account for the money utilized to manage schools under the UBE scheme.
Irregular flow of revenue inherent in the current practice stifle provision of
educational services to benefit the learners, consequently creating problems
for basic education.
Quality
Assurance (QA)
Due to
the function of education and the importance attached to it, the world over,
there is desired need to ensure that education produces what it is intended for
at each stratum of the system. This means that curriculum content and
instructional procedures would be improved upon while meticulously implementing
the curriculum document in the primary schools. This calls for the mobilization
of both human and material resources to determine and sustain, through
monitoring and evaluation, quality, standard and outcomes of education.
Quality
assurance is a wide ranging concept which covers all matters that individually
or collectively influence the quality of products and/or services. The American
Heritage Dictionary defines quality assurance as a system of evaluating
performance, as in the delivery of services or the quality of products provided
to consumers, customers, or patients, (clients). According to Wikipedia
(undated) quality assurance is the systematic monitoring and evaluation of the
various aspects of a project, service or facility to maximize the probability
that minimum standards of the quality are being attained by the production
process. In another definition, Ciwar (2015:2) stated that quality assurance is
the practice of managing the way goods are produced or services are provided to
make sure they are kept at a high standard. In relating quality assurance to
primary education, therefore, the author opines that it is the systematic
practice of verifying or determining whether the products of primary schools
(i.e pupils) actually acquired the knowledge, skills, attitudes and values
expected of them at that level via the curriculum offerings i.e both curricular
and co-curricula activities). Quality assurance viewed from this perspective
would result in qualitative primary education because it is a monitoring and
evaluation mechanism put in place to ensure that curriculum and instructional
practices are consistent with and leading to the attainment of set objectives
of primary education. Therefore, quality assurance is a total and holistic
process concerned with ensuring the integrity of an outcome (UBE, 2002).
Requirements
for Quality Assurance in Primary Schools
Because
there is need for a shift of emphasis in education discourse from how much and
how many to how well; from more to better and in fact to more of the better
(Obanya, 2001), quality assurance in primary schools requires a number of
provisions, and these include:
1. Curriculum
Relevance: The curriculum is a document that
guides learning experiences and how they are dispensed. Thus, the curriculum
impacts directly on the quality of teaching and learning in schools. Hence,
there is the need to make it relevant for qualitative education. This would
include reviewing the curriculum regularly and updating it to accommodate
emergent issues in society. In this way, it would serve the interest, needs and
challenges of learners and society at large, as the teacher is better informed
about what pupils will learn and how he will teach that.
2. Infrastructural
Facilities: This is as essential as the
curriculum document. Okujagu and Sokari Adox-Okujagu (2011) stated that school
infrastructural facilities are those elements found within the school
environment which facilitate its optimal functioning that culminate in the achievement
of set goals. These elements include classroom blocks and furniture, health
facilities and services, library, laboratory, Information Communication
Technology (ICT) facilities, and toilet and water facilities. Infrastructural
facilities when provided in primary schools, not only engender effective and
efficient running of the schools, but also provide a reasonable amount of
comfort for teaching and learning to thrive, thereby assuring quality.
3. Instructional
Materials: These are indispensable materials in
the teaching- learning process because they are the media through which
instruction is facilitated. According to Manga and Mangal (2009), they are
associated or concerned with determining and providing appropriate stimuli to
the learner to produce certain type of responses for making learning more
effective. Generally speaking, instructional materials could be categorized as
high and low technology materials that are used to aid the teaching-learning
process in any formal educational institution. The characteristics of these
materials are such that they assist or help to present the knowledge, skills,
attitudes and values to be acquired by a primary school pupil in a qualitative
manner.
4. Funding: To ensure quality assurance in primary schools,
adequate funding is required. The funds would be utilized in the areas of
training and retraining of quality assurance agents at all three tiers of
government, providing mobility for these agents to access primary schools,
including those located in remote and rural areas, development of viable tools
for quality assurance and getting teachers involved in the quality assurance
process, among others.
5. Regular
Capacity Building Exercise for Primary School Teachers: Obanya (2010) remarked that human development
which is a product of capacity building is about creating an environment in
which people can develop their full potentials and lead productive creative
lives in accord with their needs and interest. Since no system of education may
rise above the quality of teachers, it becomes expedient that the capacity of
primary school teachers should be built. This exercise would enable them become
acquainted with modern ways or means of discharging their professional duties
(i.e translating the curriculum document into action). During the capacity
building exercises teachers acquire more and new knowledge, skills, positive
attitudes and values in their different areas of specialization or the subjects
taught in the classrooms. When these are ploughed back into the classroom, they
would improve the quality of instruction children receive in primary schools.
6. Qualified
Teachers: Teachers hold the key to the success
of any educational system. Therefore, for them to properly translate or
interpret the curriculum to the understanding and utility of pupils, they must
be adequately qualified for the job. It is in this direction that (FRN,
2014:39) recommends that the minimum qualification for entry into the teaching
profession should be the Nigeria Certificate in Education (NCE). This is a move
to ensure that primary school teachers are qualified, since it is such a
teacher that can introduce quality teaching and learning initiatives that could
result to quality education. The author adds that the processes leading to
acquisition of NCE should be reviewed and strengthened to actually enable
teachers dispense education that would lay a solid foundation for the
subsequent higher levels of the system.
Challenges
and Issues of Quality Assurance in Primary Schools
Quality
assurance in primary schools is plagued by a myriad of challenges and these
include:
a. Weak
Capacity of Quality Assurance Agents: The
capacity of personnel entrusted with the responsibility of assuring quality in
primary schools and education in general is weak. For this reason, they lack
the wherewithal to carry out a qualitative quality assurance exercises that
could induce quality in education in the schools. In the three tiers of
government, as operated in Nigeria, there are school supervisors and inspectors
of education in the Ministries of education, Zonal Universal Basic Education
Commission Offices, State Universal Basic Education Boards and Local Government
Education Authorities. These agents feel comfortable in their offices to the
effect that they hardly remember to go out to the field for their professional
assignment. If and when they do, their posture is punitive than being
corrective and interactive for better results. There also is a weak synergy and
networking among quality assurance agents for data collection and sharing of
information and ideas that could improve control and assure quality in the
system.
b. Low
Learning Outcomes: The outcomes of learning in
literacy, numeracy and life skills in primary schools are very low. This is
occasioned by inadequate infrastructural facilities and classroom furniture,
among others. These inadequacies do not provide any measure of comfort and
congenial environment for any form of teaching and learning that could
stimulate qualitative education. Perhaps, this condition could be partly
responsible for the reason why quality assurance agents are not enthusiastic
about going for fieldwork.
c. Lack
of Standardized and Uniform Quality Assurance Tools and Reporting Mechanisms: FME (2009), reports that standardized and
uniform quality assurance instruments and reporting mechanisms are lacking in
our educational system. Hence, quality assurance agencies develop, design and
utilize tools that they are favourably disposed to without recourse to the fact
that a common curriculum is in use. This in turn yields a reporting mechanism
that is also not uniform, hence, creating discrepancies and variances in the
feedback from the field. Decision making is therefore hindered given this condition.
In addition, some of the tools in use can best be described as archaic,
obsolete and out-of-date, hence, they have become ineffective, inefficient and
irrelevant for data gathering on quality assurance.
d. Lack
of Adequately Qualified Primary School Teachers: This is one major and outstanding challenge of
quality assurance in the primary school. A large number of teachers with
certificates below the Nigeria Certificate in Education (NCE) still abound in
the system (FME, 2009) as FRN (2014) declares that the minimum qualification
for entry into the teacher profession shall be the Nigeria Certificate in
Education (NCE). Maduewesi in Okujagu (2009), laments that the quality and
quantity of teachers produced in Nigeria over the years fall short of national
expectation and needs, and this remains a big challenge to the education
system. The current crop of primary school teachers is unqualified to the
extent of not being sufficiently resourceful and, nationally and globally
competitive. Not being globally competitive is even a more serious challenge
given the fact that Nigeria aims at becoming one of the 20 strong
economies/countries by the year 2020, yet teachers at its foundation level of
education are far from being Information and Communication Technology (ICT) compliant.
This is a dangerous threat to quality assurance in primary schools.
e. Lack
of Fund: Nigeria is a country that is
populated by about 150 million people. More than half of this population lives
in the rural and remote areas. For access to universal basic education, it is
implicit that more primary schools would be located in these rural and remote
areas whose terrains are very difficult in most cases. It is public opinion
that quality assurance agents (i.e inspectors and supervisors) do not visit
these schools as often as they should do due to lack of fund to provide
mobility for them to get to these nooks and crannies of the country for quality
control exercises. Hence, they only get to schools within their reach and leave
the ones unattended to, to imaginations.
Attitude
of Quality Assurance Agents
Often
times, inspectors and supervisors see themselves as superior officers to the
members of staff of the schools visited. In these schools they conduct
themselves in a manner that suggests arrogance, intimidation, punitive measures
and rigidity. They are, largely, supposed to be friendly and humble as
individuals and the practice itself to be interactive and corrective. In fact,
they play the role of mentors and should see teachers as mentees whom they
should collaborate with to ensure improvement, maintenance, sustenance and
assurance of quality in education.
Some Alternative Methods of
Funding Basic Education
In Nigeria Education is generally a major driver
of socio-economic development across countries of the world. It is quite
unfortunate however that excessive attraction to politics tend to reduce the
engagement of key actors on agendas that favour increase funding of basic
education in Nigeria. Administrative bottlenecks and political influences
sometimes raise concerns about misuse, misdirection and/or delay regarding
funds meant for basic education from the federation account (FAC) and the
universal basic education intervention fund (UBE-IF). The budget for education
ought not to experience a deficit. Shortfalls in expenditure creates situations
that can demotivate the personnel, thus lead to underperformance within the
educational sector. Beyond the traditional ways there are rarely other
procedures for providing funds to support basic education in Nigeria. The
problems associated with the present (traditional) methods of financing basic
education have consequently sparked the desire to search for other sustainable
funding opportunities as complements to lessen the pressure on financing basic
education via the traditional methods. Work in this direction is effort to
encourage change, move provisions forward, raise commitment so as to widen
access to finance for basic education in the context. Research within the field
of education on the issue also demonstrates more creative and forward thinking
activities to develop substitutive approaches that can inform policy and
practice on the financing of basic education to advantage the learners. Some of
the alternative options available to finance basic education in Nigeria are as
follows:
1. Raise
Individual Income Tax: Increase
income tax particularly for very senior public servant and senior business
executives of companies nationwide to about 3%. Revenue generated from this
source should be tagged Basic Education Tax (BET) and used to increase funding
of state schools existing under the UBE. The additional money can be used to
execute capital projects, pay staff salaries and procure instructional
materials.
2. Per
pupil expenditures: Public expenditures on basic
education, for example funding on textbooks, classroom instruction, seats etc,
has to be multiplied by the number of pupils registered in each public school.
3. Information
and Communication Technology (ICT) centre:
Heads of primary and junior secondary schools can use part of the imprest to
establish an ICT centre to provide both internal and external services in the
school. It should be equipped with computers and accessories. The computer
system can serve as a database for holding valuable information for the school
and staff. The school can open a website for advertising itself to the world
and also generating income through that means e.g getting funds directly from
external agencies. The centre can provide typing, bindery and internet services
to learners, staff and members of the public for a fee, especially if such
services are unofficial. The school heads should see to the maintenance, smooth
and effective operation of the centre. Money realized therefrom can be used for
the maintenance of the centre.
4. Holding
Talent Shows: Learners at this level of education
possess diverse talents that can useful in income generation. The schools can
organize competitions for singing, dancing, acrobatic displays and call for
participation from among the learners. It can be called ‘Basic Talent Show
(BTS)’ to mean exhibition of talents by learners in basic education. The
schools can request for promotion and sponsorship from banks, celebrities,
individuals, agencies etc. For it to attract a wide audience and attention,
give it glamour, value and wide media publicity. Winners should emerge from the
best competitor and rewarded. Monies realized from these programmes should be
used for internal management of the schools. To prevent mismanagement of funds,
there should be a bank account to receive payments for that purpose with two
signatories including head of the host school and director of school services
in the state universal basic education board (SUBEB). These talent shows can
take place during the long holidays to prevent disrupting school programmes,
and the duration of the shows should not exceed one month.
Six
schools, one in each geopolitical zone in the country, can be selected to serve
as demonstration centres. These centres should be used to trial the
effectiveness of these ideas and to observe the challenges that may arise
therefrom in context. A duration of three years should be enough for the pilot
study so as to have plenty of time to check how workable these ideas really are
and address associated problems. Following that, a policy dialogue can be
conducted to provide a policy context for doing large scale and countrywide
implementation of the idea can be done to benefit other areas.
Conclusion
The paper concludes that, the financial
provision from both the Federal and some State governments in Nigeria, has
failed to meet up with the demands of this level of education as indicated by
its increasing population of children that enroll annually. There is a
need to address some of these difficulties in other to move the nation’s
primary education forward on a path to progress and development.
It is the
considered optimism of the author that if the underlisted recommendations are
brought to bear, qualitative education could be accessed in Nigerian primary
schools through quality assurance.
Recommendations
The
recommendations are as follows:
a. Both
Federal and State Governments should provide adequate funds by educational
institutions in the country by giving it top priority of allocating at least
thirty percent (30%) of the total Budget to Education
b. Capacity
building exercises should be organized for quality assurance agents. This would
update them in terms of knowledge and ideas through acquisition of current
information in quality assurance. As fallout from these exercises, quality
assurance agents should synergize and network for data collection and sharing
of information and ideas in that area (i.e quality assurance).
c. Government
and other well-meaning stakeholders in education should assist in providing
adequate infrastructural facilities and classroom furniture to engender some
measure of comfort for both teachers and pupils so as to stimulate an
environment that is congenial for qualitative teaching and learning necessary
for enthronement of high learning outcomes.
d. Teacher
training institutions should intensify effort in producing well-grounded and
adequately qualified teachers to teach in primary schools for improved or high
academic gains as preparatory for vision 20: 2020. Primary school teachers
should be trained to be ICT compliant as to be able to lay a good ICT
foundation for their pupils.
e. Funds
should be adequately provided for quality assurance practices in terms of field
allowances, mobility, development and revision of quality assurance instruments
as well as refresher courses for supervisors/ inspectors of Primary schools in
their respective LGEAs.
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