BESDA: Improving Literacy Level in Katsina
The Better Education Service Delivery for All, BESDA, programme has enrolled 361,525 out-of-school children in schools and improved literacy level in Katsina State. Francis Sardauna writes
Socio-economic disparities stand as a primary hurdle in ensuring children’s enrolment and retention in schools. Poverty-stricken families often struggle to prioritise education due to financial constraints, compelling children to leave school to support their families.
The cyclical nature of poverty orchestrated by insecurity exacerbates this situation especially in Northern Nigeria, trapping generations in a cycle of limited opportunities and perpetuating educational disparities.
Cultural norms and practices also contribute significantly to this educational imbalance, especially for girls. Deep-rooted beliefs such as early marriage customs, religion and societal expectations limit girls’ access to education.
This complex interplay of the nation's socioeconomic, cultural and infrastructural factors has perpetuated this issue, leaving a substantial portion of the children population without access to education, a fundamental human right.
While undermining the importance of education for children, these aforementioned stumbling blocks often lead to disproportionately low enrolment rates and hinder children's overall development and empowerment in the country, especially in the northern region.
But in Katsina State, the story has changed following the successful implementation of a five-year Better Education Service Delivery for All (BESDA) programme in 13 Local Government Areas of Batagarawa, Bindawa, Daura, Dutsin-ma, Funtua, Ingawa, Kafur, Katsina, Kurfi, Mai'Adua, Malumfashi, Musawa and Sandamu.
The programme which commenced in the state in 2019 with the inauguration of a Steering and Technical Committees, was committed to ensuring that all children, especially those who are out-of-school, have equal opportunities to access quality education in the state.
As the programme is winding off, it has succeeded in removing almost all the bottlenecks and providing education for every child and promoting an inclusive learning environment for all children in the state irrespective of their geographical areas.
Funded by the World Bank with support from the Federal Government, BESDA has increased equitable access for out-of-school children, improved illiteracy and strengthened accountability for results at the basic education level in the state.
For instance, the BESDA programme has successfully enrolled 361,525 to different schools across the 13 selected local governments in the state which represent 36 per cent of its set target. It has enhanced literacy skills among these learners and provided them with a strong foundation for future success.
Through innovative teaching methods and engaging learning materials, the BESDA programme empowered the pupils with essential reading and writing abilities because 27,680 children who were attending only Qur’anic schools had been integrated into formal schools across the state.
Also, 255 Qur’anic schools were integrated into the formal education sector in the state while 25,922 mats have been procured and distributed to 55 Integrated Qur’anic Schools (IQS) in order to provide conducive learning environment and hygiene to the Al-majirai.
The programme engaged master trainers and school support officers for effective and efficient service delivery. Thus, 7,378 personnel, including technical team, management, head teachers, centre facilitators, mentors, SBMC and teachers had been trained and retrained on capacity building.
Specifically, 3,928 SBMC chairmen were trained on how to validate Annual School Census (ASC) data collected. They were able to demonstrate excellently, those skills required to conduct on the spot checks. Data collection, entry and analysis process of the annual school census were digitised in the state.
This was achieved through the use of 100 customised monitoring tablets. 394 proprietors of integrated Qur’anic schools as well as mentors, have received N15,000 each as monthly allowances throughout the duration of the programme to ensure effective and efficient service delivery in the education sector.
In order to achieve the literacy aspect of the programme, 224 master trainers and mentors were identified, screened and trained on Reading and Numeracy Activity pedagogy and on how to step down the knowledge gained or acquired to 5,161 teachers across the state.
These teachers have transmitted the knowledge to their colleagues in their respective schools across the state through step-down training. The result, according to pundits, has boosted the standard of education.
Thus, 402,492 RANA textbooks, 51,844 exercise books and 147,377 teacher's guides were purchased by the implementers of the programme and distributed to the 255 Integrated Qur’anic Schools (IQS) learners which had significantly improved literacy rates in the IQS centres.
Similarly, 6,000 copies of Code of Conduct for Integrated Qur’anic schools (IQS) facilitators and proprietors were produced and distributed to the centres. 145 Samsung (Tab A7 lite) tablets were also distributed to 34 LGAS regulating teams by the BESDA programme in the state.
To avert the damage of the reading and writing materials distributed to the IQS pupils, 90,000 school bags were procured and distributed to them. In addition, 30,000 school uniforms and 30,000 foot wares were also provided to the pupils for improved learning to thrive in the hitherto Qur’anic schools.
Supply of 2,000 white boards and markers for the 255 IQS Centers; examination and certification of 33,898 IQS learners for cohort I in the integrated Qur’anic schools as well as the monitoring of examination and mainstreaming of 30,000 IQS pupils in the 255 schools topped the BESDA activities within the period under review in the state.
In order to improve hygiene and provide portable drinking water for pupils and students, 25 boreholes were constructed at some strategic IQS centres in the state. Also, 43 Gender-friendly latrines were constructed in some of the Integrated Quranic Schools.
The BESDA programme has provided grants of N362,944 to 945 selected schools across the state while 60 one-block of two classrooms with 2,856 furniture, office and store were equally constructed and provided to 60 schools. 43 blocks of four cubicle toilets were built in 55 integrated Qur’anic schools.
Taking into cognizance the importance of monitoring in implementation of any project, the BESDA implementers procured two Hilux vehicles to superintend the programme. 250 sets of first aid boxes were also distributed with supplement to learning centres across the benefiting local governments.
To boost e-learning and monitoring of the programme, two dynamic websites were established at SUBEB and the state’s Ministry of Education, while 1,500 monitoring tabs, 40 laptop computers were procured and shared to the BESDA’s monitoring team. 400 copies of admission registers were equally distributed to schools in the state.
Training of 100 gender, legal, zonal coordinators and six GBV service providers on school related gender-based violence, response mechanism, referral and pathways channels, child rights and code of conduct were also carried out in the state.
Meanwhile, the implementation of the BESDA Programme in the state has recorded a huge success in all thematic areas, and the number of out-of-school children by gender in the state has been reduced drastically through the IQS module of the programme.
Literacy rates of learners in primary levels (1 - 3) in the state have strikingly improved through the adopted intensive literacy programme. It has also succeeded in implementing the Annual School Census which is near completion in terms of publication.
The programme also developed and reviewed the Katsina State Medium Term Basic Education Strategic Plan (SMTBESP) for 2021-2024. This will go a long way in ensuring the enrolment, retention and completion of out-of-school children in schools.
Ergo, the implementation of BESDA in Katsina is not just an eye opener but a deliberate effort that brought to bare sane educational policies and programmes that encouraged standardisation of education and literacy in the state.
But the numerous achievements or successes attained will come to nought if the Better Education Service Delivery for All programme is not sustained in the state.
Therefore, the state government, through the Ministry of Education, should devise all revolving means to uphold the Integrated Quranic Schools module by sustaining those on board and at the same time continue integrating more Quranic schools into basic education.
Withal, intensive literacy programme should be continued with new entrants (primary 1) and the current beneficiaries followed up to primary six. The government should also utilise the lessons learnt on Strengthening Accountability for results and Environmental and Social Safeguards of the BESDA.
The implementation of BESDA in Katsina is not just an eye opener but a deliberate effort that brought to bare sane educational policies and programmes that encouraged standardisation of education and literacy in the state