GOMBE STATE

STRATEGIC EDUCATION SECTOR OPERATIONAL

PLAN (SESOP) 2021-2024

JUNE, 2021
 i.

ABBREVIATIONS AND ACRONYMS

AIO Area Inspectorate Office
ALGON Association of Local Government of Nigeria
ANCOPSS All Nigeria Conference of Principals of Secondary Schools
ANFEA Adult and Non- Formal Education Agency
ASC Annual School Census
BECE Basic Education Certificate Examination
BESDA Better Education Service Delivery for All
CBOs Community Based Organizations
CERC Community Education Resource Centre
COE College of Education
COPSHON Conference of Primary School Head Teachers of Nigeria
CSO Civil Society of Nigeria
DD Deputy Director
DPRS Department of Planning Research and Statistics
ECCDE Early Child Care Development
EDSI Education Development Strategic International
EFA Education for All
EMIS Education Management Information System
EPSSim Education Policy Strategy Simulation
ERC Education Resource Centre
ESA Education Sector Analysis
FCE (T) Federal College of Education (Technical)
FMoE Federal Ministry of Education
FOMWAN Federation of Muslim Women Association s in Nigeria
FTTSS Female Teacher Trainee Scholarship Scheme
GDSS Government Day Secondary School
GSTC Government Science Technical College
GSU Gombe State University
HiLWA High Level Women Advocates
IDPs International Development Partners
IsDB Islamic Development Bank
JETS Junior Engineers, Technicians and Scientists
JCCE Joint Consultative Committee on Education
LGA Local Government Area
LGEAs Local Government Education Authorities
MDAs Ministries, Departments & Agencies
MDGs Millennium Development Goals
M&E Monitoring & Evaluation
MoE Ministry of Education
MoEP Ministry of Economic Planning
MoF Ministry of Finance
MoHE Ministry of Higher Education
MoW Ministry of Works
MoI Ministry of Information
MTBESP Medium Term Basic Education Strategic Plan
NALABE National Learning Achievement in Basic Education
NAPEP National Poverty Eradication Programme
NAPPS National Association of Proprietors of Private Schools
NABTEB National Business and Technical Education Board
NBAIS National Board for Arabic and Islamic Studies
NBTE National Board for Technical Education
NCCE National Commission for Colleges of Education
NECO National Examinations Council of Nigeria
NEEDS National Economic Empowerment Development Strategy
NERDC Nigerian Educational Research and Development Council
NFE Non-Formal Education
NGOs Non-Governmental Organizations
NIEPA National Institute for Educational Planning and Administration
NMEC National Mass Education Commission
NUT National Union of Teachers
NYSC National Youth Service Corp
OOSC Out-of- School Children
PRS Planning Research and Statistics
PTA Parent Teachers Association
QA Quality Assurance
SAME State Agency for Mass Education
SBMC School Based Management Committee
SDG Sustainable Development Goals
SEEDS State Economic Empowerment and Development Strategy
SEMIS State Education Management and Information System
SEPIP State Education Project Investment Programme
SESP Strategic Education Sector Plan
SESOP Strategic Education Sector Operational Plan
SIC State Implementation Committee
SMASE Strengthening Mathematics and Science Education
SSCE Senior Secondary Certificate Examination
STAN Science, Teachers Association of Nigeria
SUBEB State Universal Basic Education Board
TC II Teacher Grade Two
ToR Terms of Reference
TPD Teacher Professional Development
UBE Universal Basic Education
UBEC Universal Basic Education Commission
UNESCO United Nations Educational Scientific and Cultural Organization
UNICEF United Nations Children Fund
UNIDO United Nations Industrial Development Organization
WAEC West African Examinations Council
WES Water and Environmental Sanitation
 iii.
TABLE OF CONTENT S

Forward i
Acknowledgement ii
Table of Content iii
Abbreviations and Acronyms iv
1.00 Introduction --------------------------------------------------------------------------------- 1
2.00 The Situation Analysis In Education (Diagnosis) ------------------------------------?
3.00 Action Plan --------------------------------------------------------------------------------- ?
4.00 Managing the Plan Execution Process --------------------------------------------------- ?
Appendix ------------------------------------------------------------------------------------------ ?
To be finally allotted/completed at the Printing Press
 FORWARD

In an effort to reaffirm the collective responsibility to improve the lives of children by Nations that
are challenged - rich and poor alike, to come together in the setting of ambitious goals through well
developed strategy for education processes in building a more peaceful, prosperous and just world
becomes paramount. It is evident that our progress in many key areas is uneven as shown by
compelling data that suggests in the push to achieve SDG and EFA goals, we are leaving behind
thousands of the disadvantaged, vulnerable and marginalized children which include girls, women,
the physically challenged and minority groups.

The first Educational Sector Plan developed (2013 – 2022) and Strategic Education Sector
Operational Plan (2013 – 2015) which have been reviewed, identified challenges in the State
Educational Sector to be that of overcrowded classrooms, inadequate trained teachers,
infrastructural decay as a result of blown-off roofs, inaccurate data of children in and out of school,
inadequate allocation and untimely releases of funds, among others.

In his determination to salvage the decayed stage of education in the State, develop and maintain a
sustainable education process, the Governor, Dr. Ibrahim Hassan Dankwambo, OON, (Talban
Gombe), supported the process of producing the 2nd SESP and SESOP documents which critically
looked into the access and equity, quality and relevance, resource mobilization and allocation
issues of the Educational Sector in the state.

Despite the political will of the present government to address the issues highlighted in the 1ST
SESP/ and SESOP, problems of economic recession and the changing demography of Gombe as a
result of security challenges in the North East greatly affected the holistic implementation of the
plan. Efforts to remedy the situation coincided with UNICEF’s plan to review its education
programmes of cooperation with states. Therefore, the current review undertaken by the Gombe
State Ministry of Education under UNICEF’s guide and support produced this document that has
elaborately dealt with the identified problems that were not tackled. This is despite the giant strides
taken by the State Government under Dr. Ibrahim Hassan Dankwambo which remarkably
addressed most of the structural problems in some identified schools in its Turn Around Schools
spread all over the State. This is made possible by the determination of the government to address
the state’s educational issues in its consistent pronouncement of placing education to be its 1st, 2nd
and 3rd priority.

On that note, I enjoin policy makers, lawmakers and all stakeholders in education across the State
to explore and take advantage of the bountiful opportunities given by the governor Dr. Ibrahim
Hassan Dankwambo led administration for educational service delivery.

I also solicit for the participation of Individuals, Stakeholders, Corporate Bodies, Civil Societies,
International Development Partners (IDPs) in the implementation of the revised 2nd document
towards moving the Educational Sector and the State forward.

………………………………….
Sule Bappaji
Permanent Secretary
 ii
ACKNOWLEDGEMENT
On behalf of the chairman and members of the Steering and Technical Committee for the
development of the Strategic Education Sector Plan (SESP) and Strategic Education Sector
Operation Plan (SESOP), I wish to express my profound gratitude to the Executive Governor,
Alhaji Ibrahim Hassan Dankwambo PhD., OON, (Talban Gombe) for graciously approving the
recommendation of the Education Committee set up by government in July, 2010, headed by Prof.
Abdulsalam Sambo for the development of SESP and SESOP in Gombe State.

Special thanks and appreciations go to the Management of Education under the dynamic leadership
of the Honourable Commissioner of Education, Hajiya Aishatu M. B. Ahmad (Mrs.) Magayakin
Akko for her high sense of responsibility, diligence and tactical administrative strategies to achieve
this noble goal; and also the Permanent Secretary Alh. Abdulkadir Usman for his quality
leadership styles and for providing the enabling environment for the education sector to thrive.
Thanks to the Director Administration and Finance (DAF), Director of Planning, Research and
Statisticts (DPRS), other Directors and indeed all staff of the Ministry and its parastatals for never
hesitating to ensure the submission of required inputs. I specially note the untiring efforts of Alh.
Abubakar Sadiq Mohammaed and Mr. Maina Adams Tata for computations and accurate data
supply to the committee.

I appreciate the efforts of the Executive Chairman, State Universal Basic Education Board
(SUBEB), Prof. Muhammad Gurama Dukku, Fulltime Members, Secretary, Directors and all staff
that took part in various committees to make this work a reality. The effort of the Management and
staff of Ministry of Higher Education for taking active part is very much appreciated.

Sincere thanks to UNICEF Abuja Headquarters, Bauchi Field office, Gombe State Coordination
Offices and UNICEF Focal Officers for providing materials, financial and technical competence to
lead the developmental process of this noble project. I especially appreciate UNICEF Field Office
Bauchi for equipping the Education Management Information System (EMIS) House at Ministry
of Education (MoE) headquarters Gombe State with Information and Communication Technology
(ICT) gargets.

I use this medium to specially recognize and appreciate the high quality initiation and untiring
efforts of Dr. (Mrs.) Rosemary Nwangwu, Education Specialist of Basic Education Unit, at
UNICEF Headquarters Abuja. My appreciation also goes to Dr. M. S. Dada, University of Abuja,
the Lead Resource Person who worked with enthusiasm to produce and provide all the training and
guidelines on the development of the State Education Situation Analysis. Indeed, Dr. M. S. Dada
we are indebted to you. Also, we appreciate the highly rated Education Development Strategic
International (EDSI) members headed by Prof. Pai Obanya, for working as a team. Thanks to the
two Independent Consultants, Mrs. Saratu A.Yunusa and Mrs. Na’omi P. Maiguwa for
painstakingly going through the manuscript, making corrections, cleaning and offering useful
suggestions for finalisation of the document, and for presiding over the completion process of the
SESP and SESOP. I also wish to appreciate the effort and contribution of the academia, Dr. Ali
Adamu Boderi, Provost FCE (Tech.) and Engr. Musa Mamman Gero of FCE (Tech.) Gombe, Dr.
Langa Hassan Bangcy, Provost COE, Billiri. I also express my appreciation to Alh. Zakari Kudi,
Mrs. Lydia Garba and Mr. Gideon Maidawa Biya who were the Core Technical Team Members of
the first SESP and SESOP document for the Education Sector before now. I appreciate the support
and contribution of the Chairman of Jama’atul Islam (JNI) and that of Christian Association of
Nigeria (CAN). Indeed our valued eleven (11) Education Secretaries, the National Union of
Teachers (NUT), Parent Teachers’ Association (PTA), National Association of Proprietors of
Private Schools (NAPPS) Gombe State Chapter, School Based Management Committee (SBMC)
and All Nigeria Conference of Principals of Secondary Schools (ANCOPSS) State chairman,
Management and Staff of Gombe State House of Assembly who participated. All Civil Societies
and Non Governmental Organizations (NGOs) such as Doma Education Development Foundation
(DEDF) and Hope for the Lonely, for their dynamic roles, technical contributions and pieces of
advice during the critiquing of the draft documents at the Community Education Resource Centre
(CERC) and Emerald Hill Hotels, Gombe.

We appreciate and note with delight the contributions of all other technical team members,
technocrats, foot-soldiers and other stakeholders of education who are too numerous to mention, in
the State for their immeasurable contributions during the compilation of Gombe State Education
Situation Analysis and other strenuous activities in the course of developing this very important
education sector documents.

Finally, we are indebted to all Steering and Technical Committee Members of the eleven
participating States (Akwa Ibom, Anambra, Bayelsa, Cross River, Enugu, Gombe, Kaduna, Ogun,
Ondo, Plateau, Rivers, and Taraba) for attending different meetings together. The meetings were
successful, peaceful, having technical consultations, discussions mutual resolutions and
understanding. Indeed it was a life time experience and memorable. We thank the Almighty Allah
for guidance.

Yakubu Haladu Hinna

Director Planning Research and Statistics
 CHAPTER – 1

1.0 INTRODUCTION:

1.1 Brief history of Gombe State:

Gombe State, the Jewel in the savannah was created out of former Bauchi State on 1 st October
1996 by the Sani Abacha Military Administration. The State shares boundary with Yobe state to
the North, Adamawa and Taraba States to the South, Borno State to the East, and Bauchi State to
the West. Historically, Gombe is a fusion of two distinct British colonial rule Native Authorities.
First is the Gombe Native Authority in the North (originally established during the Jihad period of
1804), and second the Tangale Waja Native Authority in the South. These two Native Authorities
constituted the Gombe Division during British Colonial era from 1900 to Nigerian Independence
in 1960 and creation of States under the Nigerian Presidential system in 1967. With independence
in 1960 and the subsequent military administrations, many changes occurred which led to the
emergence of new Local Government Authorities. Thus the two authorities gave birth to the
present eleven (11) local government areas namely: - Akko, Balanga, Billiri, Dukku, Funakaye,
Gombe, Kaltungo, Kwami, Nafada, Shomgom and Yamaltu-Deba.

Gombe is located between Latitudes 9’30 and 12’30 north and Longitudes 8’45 and 11’45 east. It
lies in the centre of the North-East geo-political zone of Nigeria. The State occupies a total land
area of about 20,265 sq km. The topography of the State is mountainously undulating and hilly to
the South-East and flat, open plains in the Central, North-East and North-West.
1.2 Demography, Climate and Vegetation

Gombe State has a land mass of 20,265 square kilometer divided into eleven (11) local
government areas, fourteen (14) education areas offices and a population density of around
2,353,879 people as of 2006. The vegetation is generally guinea savannah grassland with the
concentration of wood lands in the south-west. The State is generally warm with some daytime
temperatures will generally reach highs of around 33°C that's about 91°F. At night the average
minimum temperature drops down to around 14°C, that's 58°F.

In recent times the highest recorded temperature in February, 2019 has been 42°C that's 108°F,
with the lowest recorded temperature 6°C, about 42°F. There are two distinct seasons, dry season
which starts from November to March and wet season from April to October, and an average
rainfall of 850 mm.

1.3 Population from 2006 to date:

According to the 2006 National Census Report, Gazette No. 24 of 15th May, 2007, the population
of Gombe Divison of the defunct Bauchi State was 2,353,879 people comprising 1,230,722 males
and 1,123,157 females. The population of Gombe State as at 2018 is projected at 3,362,871
million inhabitants. There are slightly more males than females in the State, the sex ratio being 100
males to 98.9 females, representing a fairly equitable gender distribution. More specifically, three
local government areas account for 41.86 percent of the total population: Akko, (15.24 %),
Yamaltu-Deba (14.79 %) and Gombe (11.33 %). The least populated three local governments,
however, accounted for 15.21 percent of the headcounts, with Shongom totaling 4.37 %, Nafada
(5.01 %) and Billiri (5.83 %). About 46 % of the population belong to the adolescence group (that
is less than 15 years of age), while 51 % fall within the working group and about 3.0 % belong to
the aged group (65 years and above). Furthermore, the comparatively low proportion of the aged
population is a direct pointer to the relatively low life expectancy at birth in the State – a major
element of the phenomenon of the Human Development Index.

1.4 State Economy/Natural resources

The State is blessed with vast arable land for industrial agriculture and agro-allied industries with
abundant mineral resources such as uranium, gypsum, limestone, petroleum de-posits, marble and
kaolin. It has potential for power generation from coal, water, wind, solar, biomass and
natural/manmade dams (Balanga and Dadinkowa). Gombe State has high prospects for tourism
and recreation in places like Balanga Dam, Dadinkowa Dam, Buba Yero Tomb, Kanawa Forest
Reserve, e.t.c.. The majority of the people of the State are engaged in subsistence agricultural
activities (crop cultivation, animal husbandry, fishing, etc) while a sizeable number, especially in
the urban settlements, are engaged in small scale commercial activities.

The State is endowed with rich agricultural land and about 80 % of the people are mainly peasant
farmers involved in growing food and cash crops, employing traditional method and implements.
Crops such as millet, beans, sorghum, wheat, legumes, maize, vegetable, cotton, groundnut, soya
beans, e.t.c. are grown widely. Kwadon market in the outskirts of Gombe metropolis is well known
for vegetables such as onions, tomatoes, pepper, okro, pumpkin, moringa, cabbage, lettuce,
spinach, e.t.c.. Some of these vegetables attract market from far distances such as States in the
South East and South West of Nigeria. Similarly, fruits such as, oranges, lemon, mango, guava,
pawpaw, grapes and water melon, e.t.c. are also grown. The water melon markets in Kupto in
Funakaye LGA, Dadinkowa in Yamaltu Deba L.G.A., e.t.c. attracts marketers from within and
outside the State (source e.g.Min. of Agric/ ADP). There are other kinds of crops that are peculiar
to the state, grown in the southern part such as the Beleb palm known (Giginya in Hausa) from
where murichi in Hausa (kanje in Tangale) is gotten and goron Tula known as Azanza garckeana
and chui in Tula language. Other crops such as gum Arabic, kenaf, sugar cane, sunflower, ginger,
e.t.c. are well grown in the State.

The people of Gombe State are engaged in livestock farming and fishing. They are also engaged in
other occupations such as weaving, blacksmithing, pottery, carving and trading. Areas around
Funakaye and Akko LGA have gypsum and coal. Industries in the State include Ashaka Cement
Plc, Cotton ginneries in Gombe and Kumo, Furniture and Block making industries and other small
scale industries.

1.5 Access to Social Amenities

There is a tremendous infrastructural development in Gombe State particularly in the

administration of his Excellency, Dr. Ibrahim Hassan Dankwambo. There is increase in access to
basic amenities such as roads, water, health care services and expansion of schools across the
State. All the eleven (11) L.G.A. headquarters are linked to tarred roads. This is apart from roads
to other towns within the LGAs. There are major hospitals and Health Centers spread across major
cities of the State which include the Federal Teaching Hospital (FTH) Gombe, Gombe Specialist
Hospital, General Hospitals in Kaltungo, Nafada, Talasse, Kumo, Billiri, Bambam, Deba, Bajoga,
Dukku and Kashere. There are many institutions of higher learning which including Gombe State
University, Federal University Kashere, Federal College of Education (Technical) Gombe, Federal
College of Horticulture Dadinkowa, State Polytechnic Bajoga, College of Medical Science and
Technology Kaltungo, College of Education Billiri, College of Nursing and Midwifery Gombe,
Gombe State University of Science and Technolgy Kumo, and College of Legal and Islamic
Studies Nafada. The State also has an International Airport, an International Conference Centre,
and an International Hotel.

1.6 Sources of State Finance:

The major source of the State finance just like in some other States in Nigeria comes from Federal
Allocation which constitutes over 80 % of the state revenue. Other forms of the state finance come
from the taxation, VAT and royalties.

1.7 Tourism

There are a number of tourist attraction sites found in the State which include; -
a. Kanawa forest: it has a very wonderful weather, beautiful vegetation and appealing sites.
 b. Dadinkowa dam: the water project is a threefold dream of making it as a source of 34
megawatts Hydro Electric Power, for irrigation purpose and water supply to Gombe town
and immediate environment.
c. The tomb of Sultan Attahiru at Borni near Bajoga. There is also the grave of the
Commander of the British Royal Regiment, Major F.C Marsh who led the imperial army
against the Sultan.
d. Tomb of Buba Yero, the 1st Emir of Gombe, at Gombe Abba near Dukku.
e. The famous Bima Hill; A lot of mysteries surround this extraordinary mountain, especially
related to the emergence of the Mahdi (Messiah).
f. Kilang Hill; It has a pentagonal shape and the highest protruding volcanic dyke in the
North-East sub region.
g. The ancient Binga; Ruins of the ancient Binga settlement of the famous Pindiga Jukun
Chiefdom that served as an arm of the then Kwararafa Kingdom is located 3 km south-west
of present Pindiga town.
h. Tula Plateau: A naturally beautiful scenery with deep valleys, temperate weather and war
caves.
i. Am-bulok warm spring in Lalaipido ward of Shongom L.G.A.
j. Durbar: Usually organized to celebrate Muslim Sallah or homage to the Emir.
k. Sharo: purely Fulani cultural activities as measuring yardstick to ones proper initial
qualification for certain privileges e.g. marriage, leadership, etc.

1.8 The people

The State is largely heterogeneous, consisting of diverse ethnic groups, among which are Fulani,
Hausa, Tangale, Tera, Waja, Bolewa, Jukun, Jara, Cham, Dadiya, Lunguda, Kamo, Pero, Loh,
Kushi, Bangalawa (Bangunji), Kanuri, Tula, Pire and Burak. The State has attracted a cluster of
other tribes like the Yorubas, Igbo, Tiv, Angas, Ijaw, Babur, Idoma, e.t.c. due to peace,
harmoneous existence, increase in commercial activities and the existence of tertiary institutions. It
is no doubt that the state is often referred to as a miniature Nigeria. Despite the heterogeneous
nature of the state, there are cultural similarities in the people’s languages, occupational practices,
festivals and dressing. There is a high degree of ethnic interaction especially in marriage,
economic and social activities. The people live peacefully as members of the same family. Each
ethnic group is identified by its own different language based on geographical location; however
the most widely used languages are English and Hausa which are treated as official languages and
medium of communication respectively.
The people of Gombe State are predominantly Muslims and Christians but traditional religion is
practiced in some parts of the State. The people’s way of life is greatly influenced by their
religious beliefs; marriage, birth, funeral rites and harvest ceremonies are guided by strong
religious/cultural norms and values. Respect for elders is strictly observed generally.

As earlier mentioned, Gombe is a multi-ethnic State where some of the tribes with distinct dialects
exists under the same local government, with their villages in close proximity. For instance;
Kaltungo Local Government Area, there exists Tula, Kamo, Awak and Tangale tribes, while in
Balanga Local Government, Waja, Cham, Pire, Lunguda and Dadiya tribes are found. Likewise
Tera, Jara, and Fulani tribes are equally found in Yamaltu/Deba Local Government Area. Similarly
in Shongom Local Government Area, Pero, Burak, Loh, Bangalawa (Bangunji), Kushi and
Tangale tribes and in Akko L.G.A. Tangale, Fulani, Jukun, Tera and Kanuri tribes form the
population. On the other hand, there are tribes that speak the same language with dialectical
differences existing in different local governments. A good example is the Fulani tribe that are
spread across Dukku, Nafada, Funakaye, Gombe, Kwami and Akko local government areas. The
nomadic Fulani in particular are found in all the local government areas while Bolawas are found
in Kwami, Dukku, Funakaye, Nafada and Gombe local government areas. Also, the Tera tribe is
found in Yamaltu/Deba, Akko, Gombe, Funakaye and Kwami Local Government Areas, while the
Tangale people are found in Billiri, Kaltungo, Shongom and Akko Local Government Areas.

There is a high level of cultural and religious tolerance among the people of Gombe State. This
was one of the developmental visions of the founding fathers of the State, to make it the “Jewel in
the Savannah’’, a rallying point for other States in the North-East region. For this vision to be
realized there must be concerted efforts on the part of every citizen of the State to ensure peaceful
co-existence and harmonious relationship, in spite of our ethnic and religious differences.

1.9 Political Units, L.G.As and Senatorial Districts:

There are three (3) Senatorial Districts (Central, North & South) and eleven (11) L.G.A.s; namely
1. Akko L.G.A. - Central
2. Balanga L.G.A. - South
3. Billiri L.G.A. - South
4. Dukku L.G.A. - North
5. Funakaye L.G.A. - North
6. Gombe L.G.A. - North
7. Kaltungo L.G.A. - South
8. Kwami L.G.A. - North
9. Nafada L.G.A. - North
10. Shongom L.G.A. - South
11. Yamaltu Deba L.G.A. - Central

2.0 THE SITUATION ANALYSIS IN EDUCATION (DIAGNOSIS)

2.10 Education Policy Environment (including Legislation and External Laws)

There is an enabling policy environment in the State that guides education delivery. The vision of
the government of Gombe State is to bring a turnaround in the Education Sector. This is evident
with the introduction of State Education Project Investment Programme (SEPIP) aimed at
revamping the status of the infrastructural facilities particularly in basic education and the
establishment of a World Bank assisted programme for the Bilingual Education funded by the
Islamic Development Bank (IsDB) to facilitate the learning of Arabic Language together as well as
the integration of Literacy and Numeracy Programmes in Quranic Education.

However, there is the need for the State to domesticate the 2003 State Agency for Mass Education
(SAME) law which will provide the legal basis for autonomy of ANFEA so as to engender
synergy with other Ministries, Donor Agencies and Development Partners for effective delivery of
educational services to adult learners.

2.2 Access, Equity and Gender:

2.2.1 Educational Data

The Gombe State 2016/17 Annual School Census (ASC) report provides an up to date data on
school enrolment for all the levels of education which reflects significant access and equity in
education delivery. The state conducts ASC yearly. The ASC is driven by the State Educational
Management and Information System (SEMIS) in collaboration with SUBEB and other relevant
agencies in education. It collaborates with UNICEF to train Quality Assurance Officers, EMIS
Officers, Head teachers and teachers on record keeping and filling of ASC questionnaire in order
to ensure accurate and timely data collection, collation and analysis. There is now available
baseline data to guide the development of education sector plans and other policy planning in the
State.

2.2.2 Early Child Care Development (ECCDE)

There are 724 Early Child Care Development Centers (ECCDE) spread across the eleven (11)
LGAs in the State consisting of 268 in public and 456 in the private schools. In the private schools,
359 schools run Pre-primary classes, while 97 are Pre-primary only. In the public schools the
centers which are attached to the host Primary Schools are referred to as Pre-primary which is in
line with the 1-6-3-3 system. The total enrolment of ECCDE learners in both Private and Public
schools consist of 59,048 (30,580 Males, 28,468 Females) learners. They have a total number of
322 (172 in public, 150 in private) teachers, consisting of 89 males, and 233 females.

2.1 Number of ECCDE Centers, Enrolment and Teachers in Public and Private Schools
No of Learners enrolment No. of Teachers
Category schools M F T M F T
Public 268 16,306 15,233 31,539 42 130 172
Private 456 14,274 13,235 27,509 47 103 150
Total 724 30,580 28,468 59,048 89 233 322
Source: Gombe State 2016/2017 ASC Report

Of the number of teachers available only 240 (108 in public, and 132 in private) are qualified to
teach ECCDE in schools. There are also disparities in the spread of centers and teachers between
the LGAs such that some LGAs have few ECCDE centers and qualified teachers. LGAs such as
Dukku, Yamaltu Deba, Shongom have 0-1 qualified teachers in their Private Pre-primary schools.
2.2.3 Basic Education

Children of school age have a fair share of access to the overall basic education sector (including
Primary and Junior Secondary Schools). The enrolment of children in primary schools over a
period of three years shows a slight growing trend, from 412,616 (227,296 M, 185,320 F) in 2015
to 460,530 (253,698 M, 206,832 F) in 2017, an increase of 47,914 (10.4%) pupils. For the Junior
Secondary Schools (JSS), enrolment has increased from 74,567 (42,725 M, 31,842 F) in 2015 to
77,229 (44,318M, 32,911 F) in 2017, showing slight increase of 2,662 (45%) students.

2.2 Trend of Primary and Junior Secondary School Enrolment

PRIMARY JUNIOR SEC SCH
YEAR M F T M% F% M F T M% F%
2014/201 227,29 185,32 412,616 55. 44. 42,725 31,84 74,567 57. 42.7
5 6 0 1 9 2 3
2015/201 239,22 196,17 435,400 55. 45. 42,554 32,20 74,759 56. 43.1
6 5 5 0 0 5 9
2016/201 253,69 206,83 460,530 55. 44. 44,318 32911 77,229 57. 42.6
7 8 2 2 8 4
Source: Ministry of Education EMIS data 2018

Furthermore, Gombe State data available reveals that a huge number of school age children are out
of school and this poses a big challenge to access and equity. It is estimated that there are
1,379,751 children of ages 5-19years (NPC 2018) in Gombe State. Of this number, the total
estimated to be in school is 725,597 (52.59%) while the remaining 654,154 (47.41%) are out of
school. The slow trend could be due to the root causes of low access to basic education. There
would be need therefore to double efforts so as to increase access at both the Primary and the Junior
Secondary levels.

2.2.4 Technical and Vocational Education

In its quest to provide skills for career in technical related fields, Government has promoted
technical education. The State also has 13 Vocational Training Schools (Junior) and 7 Government
Science and Technical Colleges (Senior) with an enrolment trend that has fluctuated over a period
of three years. In the Government Junior Technical Schools, enrolment rose from 3,900 in 2015 to
4,475 in 2016 and dropped in 2017. Similarly in the Government Science and Technical Colleges,
it rose from 6,575 in 2015, to 7,187 in 2016 but dropped to 2,961 in 2017.

There are also wide gaps in gender enrolment in the Technical Colleges for both Junior and Senior
levels. While of the 3,161 students only 1,000 are in Junior Technical Schools favoring the boys.
In the senior level, there are more girls than boys (1,547 girls, 1,414 boys). Technical Schools
located at the city centers experience population explosions and are compelled to run shifts.
Government is making effort to address the problem of facilities shortages in these schools.

2.3 Enrolment in Government Junior and Technical Colleges

YEAR GOVT JUNIOR SCI & TECH COL GOVT SCI & TECH COL.
M F TOTAL M F TOTAL
2014/2015 2,669 1,231 3,900 4,143 2,432 6,575
 2015/2016 2,894 1,581 4,475 4,687 2,500 7,187
2016/2017 2,161 1000 3,161 1,414 1,547 2,961
Source: Gombe State Ministry of Education EMIS data 2018

2.2.5 Secondary Education

There are 115 Senior Secondary Schools in the State, which comprises 22 boarding schools and
93 126 day schools. The enrolment in Senior Secondary School is 32,276 M and 20,322 F. This is
made up of 38.6% of girls and 61.4% of boys. The State also participates in the 19 Northern
States School Exchange Students Programme where they send to and receive students from
among the 19 Northern States.

According to figures from the State EMIS, the enrolment trend in public Senior Secondary
School does not reveal any significant increase or decrease. As a matter of fact, there is a slight
drop in male enrolment from 33,293 in 2015 to 32,276 in 2017. Gender gaps in enrolment are
also wide in all the three years reported. In the coming years there is need to improve the
enrolment of both boys and girls and also narrow the gender gaps in secondary education.

2.4 Three year’s Enrolment Trend in Senior Secondary Education

YEAR M F TOTAL % Male % Female
2014/2015 33,293 19,288 52,581 63.4% 36.6%
2015/2016 30,121 19,568 49,689 60.6% 39.4%
2016/2017 32,276 20,322 52,598 61.4% 38.6%
Source: Gombe State Ministry of Education EMIS data 2018

The Private section is contributing immensely in creating access to the Senior Secondary
Education. According to the 2016/2017 ASC, the enrolment of students in Private Senior
Secondary School stood at 23, 637 students (12,865 M, 10,772 F)

2.2.6 Adult and Non Formal Education

According to the 2017 State MoE EMIS data, the Adult and Non-Formal Education sector has a
total enrolment of 1,853 learners of which 47.92% are males (888) and 52.08% are females (965).
The disparity in enrolment in terms of rural/urban centers is 64.39% and 35.61% respectively. The
disparity in enrolment based on poverty quintile and local learning condition were put at 64.39%
and 35.61% respectively.

2.2.7 Gender and Equity Issues

Disparities exist and are also similar to the general patterns for enrollment in different LGAs. We
have already seen the gender disparities in enrolment from Primary School to Senior Secondary
levels. Female enrollment in Primary School level stood at 44.8%, in JSS it is 42.6%, while in the
Senior Secondary School it is only 38.0%. Equity issues cut across many aspects of the education
system.

There are other major equity issues to be addressed relating to access, quality and funding. One of
the key ones are the urban-rural disparities in learning conditions, access to adequate number of
staff and even poverty quintile. A good example is shown in the Non-Formal Education Sector
where there are more facilitators in urban (453) than rural areas (250)

2.5 Disparity in Access in Non Formal Education

Type of Disparity M/F or Urban/Rural M/F or Urban/Rural Total
Gender Disparity Male (M) Female )F) Total
Gender disparities in Facilitators 888 965 1,853
Rural/Urban Disparity Rural Urban Total
Disparity based on rural urban 452 250 702
Disparity based on poverty quintile 452 250 702
Disparity in local learning conditions 452 250 702

Gender disparity exists in enrollment in many LGAs. Generally, female enrollment in Primary
School level stands at 44.8 %, in the JSS it is 42.6 %, while in the Senior Secondary School it is
38.0 %. This indicates a steady decline in enrolment of female children in along the levels of
education in Gombe State.

There is population explosion in the Primary and Junior Secondary Schools which results in over
populated classrooms and the unhealthy operation of two shifts.

2.2.8 Out - of - School Children (OOSC)

It is estimated that 47% of school age children in Gombe State are out of school. . Of the 1,379,751
children aged 5-19years (NPC 2018 projected) in Gombe State, 725,597 (52.59 %) are in school,
while the remaining 654,154 (47.41%) are out of it.

In an effort to reduce the number of out-of-school children (OOSC) especially girls, the Ministry
of Education embarks on close tap advocacy and sensitization on the need of not only girl child
education but the integration of Quranic Education through all media outfits and engagement with
religious and traditional leaders in the process. For children who drop out-of-school due to
unhealthy acts such as discrimination and violence, the Ministry engages stakeholders’ campaign
on violence against children through social organizations, PTAs, SBMCs, Religious Organizations
and opinion leaders. It is hoped that the tempo will be sustained.

2.30 Resourcing Cost and Financing

Despite private interventions in education delivery in the State, Government has been the main
source of cost and financing in education. Public income and expenditure on education; the
financial resources to education come from the State allocation. In 2016 a total of N9.16 billion
was allocated to education and 79.23% of the total allocation was released and expended
accordingly, out of which 58.39% went to recurrent and capital took 41.61%. In 2017 the sum of
N17.35 billon was budgeted for education and 51.65% released, constituting 43.45% recurrent and
56.55% capital.
In the Basic Education Sector, N1.43 billion was allocated to SUBEB in 2016 and 80.45% was
released with capital expenditure taking 92.42 % and recurrent 7.58 %. Furthermore, in 2017
N2.45 billion was allocated and 73.06 % was released, constituting 92.49 % as capital expenditure
and 7.51 % recurrent expenditure.

2.3.1 State Expenditure on Education by Subsector

The State expenditure was shared among Ministry of Education, the eleven (11) LGAs and
parastatals in Education.

2.6 Allocation and Releases to Education

% % of % of
Year Allocation Disbursement
Disbursed Capital Recurrent
2015/2016 11,573,129,497.70 9,169,472,692.09 79.23 40.61 58.39
2016/2017 17,351,452,000.10 8,961,804,952.94 51.65 56.55 43.45
2017/2018
18,407,201,569.00 3,912,019,096.98 21.6 10.4 34
(Jan-May,18)
Source: State Budgets 2015-2018

2.3.2 Compositions of Educational Costs

The composition of educational costs include; Ministry of Education, State Universal Basic
Education, Gombe State Library Board, Adult and Non Formal Education Agency, Teachers
Service Commission, State Polytechnic Bajoga, Gombe State University of Science and
Technology, Kumo, Colleage of Education Billiri, Gombe State University, Scholarship Board,
College of Islamic and Legal Studies Nafada and the Ministry of Higher Education.

2.3.3 Initiatives & Interventions in Education

Some of the key initiatives and interventions undertaken in education in the State include the
following:

i. Increase funding to support training of teachers, provision of adequate basic infrastructure,

and welfare of teachers, specialized programs such as nomadic and adult education.
ii. Strengthening effective and adequate planning by relevant Federal Units.
iii. Ensure timely release of State budgets to offset teachers’ salaries, allowances and other
needs.
iv. Increase funding for primary and secondary school pupils/students from the current N50
per pupil to N100.00.
v. Ensure adequate security and safety in the State, especially in schools vulnerable to attacks
by insurgents.

2.3.4 Issues in Financing of Education

Inadequate funding for the provision of physical & infrastructural facilities to support and
accommodate the growing population in the Primary and Junior Secondary Schools have resulted
in overcrowded classrooms and unhealthy operation arising from having two shifts of school
hours. Specific issues in the financing of education are summarized as follows:-

i. Inadequate funding for the provision of physical & Infrastructural facilities.

ii. Meager allocation of funds to schools by government.

iii. Inadequate knowledge of school administrators on government finances.

iv. Inadequate supervision with an active M&E/MoE.

v. Low capacity of EMIS and EMIS personnel

There is the need to engage high level decision makers and other stakeholders in the education
sector to mobilize government for more allocation. This will enhance the provision of physical and
Infrastructural facilities to support and accommodate the growing population in the Primary and
Junior Secondary Schools.

2.4 Quality, Relevance and Internal Efficiency

The introduction of the UBE programme in 1999 with articulated funding arrangement put in
place: the UBE intervention matching grant; Teacher Professional Development (TPD) programme
and other forms of supports; these interventions in basic education has significantly influenced and
witnessed enrolment in the Basic and Senior Secondary School levels.

2.4.1 Internal Efficiency

The following mechanisms are put in place for efficiency in the system;

i. Effective administrative structure put in place (MoE and SUBEB)

ii. Recruitment and deployment of qualified teachers to public basic and post basic education
institutions.

iii. Continuous monitoring of teaching and learning outcomes by the quality assurance
department

iv. Community involvement and participation in the management of schools through the
establishment of functional SBMCs in all the public schools.

v. Prompt payment of teachers salary as at when due.

vi. Strong monitoring tools for tracking and evaluation of learning achievement.

vii. Capacity building of teachers in pedagogy and other methods.

 viii. Recruitment of Education Marshals who serve as security agents in the school system.

2.4.2 Learning Achievement and Analysis of Performance at WAEC/NECO

With support from UNESCO and UNICEF there have been efforts in the past to measure the
learning achievement of children in schools. The Learning Achievement assessment conducted for
Primary School pupils in 1996 showed minimal performance of the children in numeric, literacy
and life skills. Since then the State conducts Learning Achievement in Primary School annually. It
is in this vain that National Learning Achievement of Basic Education (NALABE) activities in the
state enhance learning activities. The result obtained from such tests are used for placement of
students in higher levels of its schools

As a result of giant strides made in education by successive governments, the present performance
of learners can be summarized as follows: -

i. Completion and transition rates in JSS have been in the increase based on the Annual
School Census results.

ii. Learners in Primary 4-6 literacy and numeracy level has improved as over 60% can read
write and acquired numeracy skills.

iii. Performance of Senior Secondary students in external examination such as WASSCE,

NECO, and NABTEB results indicate a steady improvement over the years in 2015
12.7% passed SSCE with five credits and above including Mathematics and English
language. Similarly, in 2016 (16.1 %), and 2017 (25.2 %). This explains the low
percentage of admission into tertiary institutions estimated at below 50 %.

iv. There is need of plans to improve students’ performance in the external examination to step
students’ participation in tertiary education to 50 %.

v. The State has sustained teacher professional development at all levels and training of other
education personnel; Adult Education Facilitator, ASC enumerators and Quality
Assurance Officers for efficient delivery of education.

vi. High quality teacher-students ratio exist particularly at Primary and Junior Secondary
School levels (1:70) in primary schools, 1:61 in JSS, 1:51 in SS classes and 1:66
GSTC. However, teacher-student ratio in urban area is higher at all levels.

vii. Government is making efforts to revamp the existing facilities in the State Schools across
the eleven local government areas, through renovations, constructions, expansions and
establishment of new ones.

2.4.3 Availability of Relevant Curriculum

The State implements the approved National Curriculum; as such schools are guided by the
National Policy on Education and the blue print of the Universal Basic Education. Subjects offered
in all the levels of the schools (Pre-Primary, Primary, Junior Secondary School, and Senior
Secondary School) are in line with the National Policy and are geared towards the acquisition of
sound literacy, numeracy, vocational and life skills of the learners. Similarly, the curriculum of
tertiary institutions such as those of the Colleges of Education, Polytechnics and Universities are
also guided by the curriculum of National Commission for Colleges of Education (NCCE), and
University Commission.

2.4.4 Teacher Issues

The State has done a lot in terms of teachers’ recruitment, deployment, motivation and training. At
the Senior Secondary School level, promotion of teachers has been the main thrust of motivation
and it has been normal and erring teachers are punished according to laid down rules. In terms of
deployment, there are 12,702 teachers in Pre-primary and Primary Schools comprising 63.2 %
male and 36.8 % females. A total of 3,221 teachers in JSS comprising 75 % male and 25 %
females, In SSS, there are 2,173 teachers; 73 % male and 27 % female.

In terms of training, from 2014 to 2017, various categories of teachers and education managers
totaling 11,134 have been trained and have acquired various kinds of skills. They include 6,464
teachers in psychosocial and pedagogical skills; 700 teachers on Strengthening Mathematics and
Science Education (SMASE), 400 teachers on Jolly Phonics, 200 in Adult and Non-Formal
Education and 200 in Nomadic Education; 570 Quality Education officers on School Supervision
and 2,200 SBMC members on their roles and responsibilities. 2,114 (F=307) Head teachers and
teachers were trained on School record keeping and filling of annual school census questionnaire
in 1,066 Schools and still ongoing.

2.7 Total Number of Schools Benefited from various Training Stated above
PUBLIC PRIVATE
Year Pre- Primary Junior Secondary Senior Science And All Levels
And Primary School Secondary Technical
School Secondary
2014/2015 71 60 51 66 30
2015/2016 76 54 80 54 29
2016/2017 71 60 51 66 30
2017/2018
TOTAL 218 174 182 186 89
EMIS MoE

2.8 Teacher Development since 2014 to date

Type of Training No in No in No in No in TOTAL
2014 2015 2016 2017
Teacher Training (TDP) 2014 1325 1325 1800 6464
Quality Assurance Officers (Agents, Inspectors) 120 150 150 150 570
SBMC Members 1100 1100 - - 2200
 Teacher Trained in SMASE 150 150 200 200 700
Teachers trained in Jolly Phonics - - 200 200 400
Teachers Trained in ECCDE - - 200 200 400
Facilitators trained in Adult Education - - 200 - 200
Teachers trained in Nomadic Education - - 200 - 200
TOTAL 3384 2725 2475 2550 11,134
EMIS (MoE and SUBEB)

Moreover, in the current year 2018, a total number of 200 Quality Assurance Officers were
trained. 111 were used as Enumerators for the 2018 ASC while other aspects of training are
ongoing and it is hoped that by end of the year more teachers would have acquired pedagogical
and management skills to effectively discharge their responsibilities to Gombe State children.

Despite efforts made in teacher recruitment, training and deployment, there are serious challenges
that are working against having in place a well motivated teaching force that would bring about
quality in education delivery and achievement. One of the key challenges is the delay in teachers’
promotion in the basic education institutions. Teachers are most often not promoted as at when
due, mainly due to paucity of funds. There have been inadequate budgetary provision and lack of
cash backing to support key educational programmes. Moreover the State government’s inability
to augment in the training of teachers is disturbing.

More recruitment and retention of qualified teachers to improve on teacher-student ratio for
efficient and improved student performance is another challenge being faced by the State.

2.5 School Facilities and Infrastructure

Government has been paying attention to the supply of facilities and infrastructure. In terms of the
procurement and supply of relevant textbooks in core and other subjects, over 260,000 of approved
text books are procured annually since 2005. There are assorted library materials and assorted play
materials for ECCDE that are distributed across the State.

With regards to infrastructure, the continuous building and rehabilitation (with furnishing) of
classrooms, perimeter fencing of schools in view of the security threats in the North-East sub-
region with accompanying toilet facilities in basic schools have become a top priority of the
Gombe State Government.

The State also focuses on the annual establishment of new schools in different locations to increase
access to education by 30 % in 2019.

2.6 Management of Educational Service Delivery, Organization, Monitoring and

Evaluation

The Gombe State Ministry of Education is mainly in charge of policy matters on education while a
total of eleven (11) directorates and parastatals under its direct and indirect supervision carry out
functions that facilitate the effective and successful conduct of administration of all the basic and
post basic schools in the State. It also has the Educational Management and Information system
under the Directorate of Planning which carries out a huge responsibility of school data
management in the State. The Ministry is responsible for posting and transfer of teachers,
principals and other senior officers in the secondary school system and produces and controls the
schools. The State Ministry of Education is headed by a Commissioner of Education who is the
Chief Executive. The Permanent Secretary is the Chief Accounting Officer of the Ministry and he
oversees the day to day running of the Ministry.

The Ministry has seven (7) directorates under its supervision namely:

1. Administration and Finance;

2. School Services,

3. Planning Research and Statistics (PRS),

4. Inspectorate Services (DIS)

5. Examination (DE)

6. Science, Technical and Vocational Education

7. Education Resource Centre (ERC).

The directorates are headed by Directors, assisted by Deputy Directors heading Units and Sections
in the Ministry. The roles and responsibilities of the directorates are under the supervision of the
State Ministry are as follows:-

2.6.1 Administration and Finance

The Administration and Finance Directorate is headed by a Director. The Directorate is

responsible for the day to day administrative affairs of the Ministry. It handles issues pertaining to
staff welfare, recruitment, promotions, discipline and manpower training usually in conjunction
with the Teachers Service Commission, Civil Service Commission and the Establishment and
Management Services Bureau of the Office of the Head of Service. The Directorate is also
responsible for giving directives on the accounts and finances of the Ministry on the approval of
the Permanent Secretary as accounting officer.

2.6.2 Department of School Services

This is the largest Department which coordinates the following services:
a. Manpower Development and Training Unit: - in charge of securing training approval from
Establishment Bureau for deserving staff of the Ministry.
 b. Students Exchange Programme Unit: - is an arrangement among 19 Northern States for the
exchange of students. The Unit is responsible for the supervision and inspection of the
programme, transporting of exchange students to various States, conducting selection test
for exchange students, preparation and production of annual report for the monitoring and
inspection of exchange schools, among others.
c. Islamic Religious Unit: - The unit coordinates all activities related to Arabic and Islamic
Religious Education in the State.
d. Christian Religious Unit: - the Unit coordinates all activities related to Christian Religious
instruction and for organizing Bible Quiz Memorization Competition, attending
conferences and workshops relating to Christian Religious Education.
e. Guidance and Counseling Unit: Is in-charge of coordinating activities of Schools Guidance
and Counseling Unit in the State.
f. Special Education Unit: Is in-charge of coordinating education for the physically
challenged and oversees the programmes of Special Education Centers in the state.
g. Women Education Unit: - The Unit takes care of “second chance” education for girls and
women who dropped out of school and request for re-admission. It also advocates for Girl
Child Education for equal opportunity and gender balance. The Unit serves as UNICEF
Focal Office in the Ministry.
h. Games and Health Unit: - Coordinates all sporting and games activities relating to schools
and liaises with other organizations on students’ participation in external sports such as
NNPC Shell Cup, Nestle Milo, Annual Basketball Championship, etc in charge of school
clinics, clubs and societies.
i. HIV/AIDS Control Unit: - The Unit is saddled with the responsibilities of creating
awareness on HIV/AIDS, planning and coordinating workshops on Family Life/ HIV/AIDS
Education as well as monitoring the implementation of the programme by teachers in
schools.
j. General Duties: - Perform general duties as the need arises in the Ministry.
k. Home Economics: - Coordinates Home Economics activities and programmes in schools.
l. SBMC Unit: - Is in charge of formation of the SBMCs in schools and it also ensures the
membership of SBMCs is in conformity as approved.

2.6.3 Examinations
This directorate is in-charge of planning and execution of examination both internal and external.
Its specific roles are as follows:
a. Ensures the implementation of policies and recommendation towards standard exams and
qualitative education in the State.
b. Recommends to government through the Ministry the sponsorship of potential/qualified
 candidate for WASSCE, NECO, NABTEB and NBAIS.
c. Collects and analyzes candidates’ results from examination bodies.
d. Coordinates the placement of Basic Education Certificate Examination (BECE) candidates
to schools in the State.

2.6.4 Planning Research and Statistics

The Directorate is headed by a Director and has under him heads of units namely:
i. Deputy Director, Physical Planning
ii. Deputy Director, Educational Planning
iii. Deputy Director, Research and Statistics.
iv. Deputy Director, EMIS
Physical Planning Unit as the name implies is responsible for preparing bills of quantities, building
plans and monitoring all building projects handled by the Ministry. It is also responsible for
evaluating, costing and preparing certificates of payments for contracts. Its staff are mostly
Quantity Surveyors, Architects, Builders, Electrical/Civil Engineers and Computer Analysts.

The Physical Planning Unit is responsible for all the civil projects embarked by the State
Government especially, when the administration declared ‘state of emergency’ on Education. The
projects that the Unit handles are in different categories i.e.
i. The turn-around schools
ii. The support to Model Schools
iii. The intervention in Primary/Tsangaya Schools.
iv. Emerging issues

2.6.5 Inspectorate Services (Quality Assurance)

The Directorate of Inspectorate Services (QA) as an agent of quality assurance in all institutions
below the tertiary level. The Directorate is headed by a substantive director and has under him
three (3) Deputy Directors, namely DD Public Schools; DD Private and Community Schools and
DD Primary Schools; and fourteen (14) Area Officers of Education across the eleven (11) L.G.A.s
of the State. There are also other staff and evaluators (subject specialists) in the Directorate.
The Directorate undertakes the following:
a. Full general inspections,
b. Follow-up inspection,
c. School approval inspection,
d. Surprise inspection,
e. Exam centre recognition inspection,
f. School up-grading inspections,
g. Government take-over of school inspection,
h. Facilities assessment and advisory inspection of school
 i. Inspection of physical and human resource of private and community schools to make sure
they operate within, accepted minimum standard of the Ministry and to determine their
suitability for the granting of approval for their establishment.
j. Assessment of instructional materials used in schools.
k. Moderation of examination papers for the State JSS I and SSS I qualifying examinations.
l. Assessment of the performances of teachers and principals.
m. Investigation of problems in schools
n. Implementation of the policies and recommendations of the Ministry.
o. Inspection of the teaching of all subjects in schools.
p. Interview of teachers for the teaching job.
q. Serving as resources persons in seminars workshops, induction and refreshers courses for
teachers.
r. Liaising with Local Government Education Authorities on issues of Quality Assurance of
Education.
s. Coordination of the activities of private and community schools and to recommend
approval or closure based on laid down policies and the educational laws.
t. To disseminate new policies and guidelines governing the establishment of Private and
Community Schools.
u. Act as a mediator for collecting revenue for Government form Private and Community
Schools for school establishment i.e. (application form fees, inspection fees, annual
operation fees, annual renewal fees and certificate fees).
v. Monitoring of all school examinations.
w. Evaluation of the qualities of all instructional materials and their appropriateness for use in
all institutions below the tertiary level.
x. Monitor & evaluate Pilot-Testing Schools on Trade Courses by NERDC /UNIDO, to
commence this academic year 2018/2019.

2.6.6 Science Technical and Vocational Education

The Directorate is headed by a substantive Director and made up of three units namely:

1. Science Unit
2. Technical Unit
3. Vocational/maintenance Unit

A Deputy Director manages each of the units mentioned above, assisted by other officers.

Functions of the Department

1. Formulation of policy proposals at the State level related to the Development of Science,
Technical and Vocational Education for approval by the Government and subsequent
implementation.

2. Analysis of policy matters related to the Development of Science, Technical and

Vocational Education emanating from the Federal Ministry of Education and National
Board for Technical Education (NBTE); and advising Government on same.
3. Strategizing for achievement of the aims and objectives of Science, Technical and
Vocational Education as may be determined by the State, Federal Government and the
National Board for Technical Education (NBTE).

4. Making proposals for procurement of training equipment, tools and materials as well as
installation of the equipment and materials in schools.

5. Liaising with the Examination Directorate to ensure that qualified candidates are admitted
into Science and Technical Institutions and Vocational Training Centers.

6. Preparation of monthly, quarterly or annual reports in the field of Science, Technical and
Vocational Education in Gombe State for submission to the State, Federal Government
and/or National Board for Technical Education, respectively.

7. Representing the Ministry of Education at meetings, seminars, interviews and workshops

related to the fields of Science, Technical and Vocational Education.

8. Liaising with the Education Resource Centre to organize lectures, enlightenment briefings,
workshops, etc. related to development of Science Technical and Vocational Education

9. Ensuring that adequate infrastructure is provided for all programmes relating to Science,
Technical and Vocational Education.

10. Liaise with the Area Office to ensure that all training(s) and educational programmes in our
schools are properly supervised and inspected.

11. Promote the translation of Science and Technology Based Research results into practical
uses.
12. Promote the concept of Junior Engineers, Technicians and Scientists (JETS); and monitor
and co-ordinate JETS Clubs in schools.

13. Propose establishment of new Science and Technical Colleges in the State.

14. Encourage the teaching of Science, Technical and Vocational Education subjects in
Schools.

15. Installation and repairs of Technical and Science equipment in Schools and Colleges.
 16. Organize schools in L.G.As and the State for quiz competitions in Science and Technical
subjects.

17. Supervise the activities of Science Teachers Association of Nigeria (STAN).

18. Inspection of laboratories and advising school authorities accordingly.

2.6.7 Education Resource Centre (ERC)

The Education Resource Centre (ERC) is a directorate of the Ministry of Education headed by a
substantive Director.

Members of Staff of the ERC:

The directorate has thirteen (13) members of staff: five (5) senior staff, five (5) intermediate staff
and three (3) junior staff.

Divisions:

The Directorate is made up of `the following five (5) units:

A. Administrative Unit
B. Printing Unit
C. Library/Mobile Information Service Unit
D. Curriculum Development Unit
E. Conference and Training Unit.

A. Administrative Unit

This Unit is headed by a Director. The Unit oversees the activities of the Directorate. Since the
other four (4) units are not functioning effectively due to lack of equipment and funds,
consequently it makes the administration of the Directorate very difficult.

B. Printing Unit

The Unit is headed by a Deputy Director, and is saddled with the following responsibilities;

1 Printing of: --- JSCE Question Papers

--- JSCE Certificate
--- Leave Forms
--- Annual Performance Evaluation Forms
--- Office Files
--- Exercise Books
--- C. A. Booklets, etc.
 1 Production/Development of teaching and learning materials for Schools.
2 Provision of library services to teachers, staff of the MoE and the public.
3 Monitoring of the implementation of the School Curriculum and in collaboration with the
Quality Assurance Directorate liaises with the Coordinator of NERDC in the zonal
headquarters, Damaturu, Yobe State.
4 Organizing some Students activities such as quiz, debates, essay writing and arts
competition.
5 Organizes workshop/seminars for teachers and Principals.
6 Liaises with any organization that wishes to conduct quiz, debates, essay writing and arts
competitions for students, workshop/seminar for the School personnel.
7 Monitor the formation and the activities of Clubs and Societies in Schools.
8 Provides Career Guidance and Counseling to Students.
9 Provides information services to schools.

The Unit also produces teaching and learning materials for schools.

The printing machines inherited from the defunct Bauchi State are now obsolete and are
unserviceable. Hence the unit has been dormant for some years now.

C. Library/ Mobile Information Service Unit

The Unit is headed by a Deputy Director. The Library provides services to teachers, staff of the
Ministry of Education (MoE) and the public. The Library has text books and reference books
(copies of teachers project work). Although the library is not well equipped with modern
Information Communication Technology (ICT), teachers still patronize it for their project
work.

D. Curriculum Development Unit

This unit deals with what should be taught in schools for each discipline and the text books to
be used. The Unit in collaboration with the Quality Assurance Directorate liaises with the
Coordinator of Nigerian Educational Research and Development Council (NERDC) in the
Zonal Headquarters Damaturu, Yobe State.

E. Conference and Training Unit

This unit is responsible for organizing students’ activities such as quiz, debate, essay writing
and art competition. Students participate in such competitions annually.

The Unit also organizes Workshops and seminars for Teachers, Principals and Vice Principals.
Sometimes the Unit liaises with any organization that wishes to conduct such for the school
personnel.

This unit has been dormant for some time due to lack of funding.
2.6.8 Education Trust Fund - Community Education Resource Centre (ETF-CERC)

ETF-Community Education Resource Centre (ETF-CERC) , Gombe is among the seven (7) similar
Centres that were established by the then Education Truth Fund (ETF) now Tertiary Education
Trust Fund (TETFund) across the six geo-political zones and Abuja (FCT) in collaboration with
the State Government where these Centres are located. The Centre was established solely with the
aim to provide wealth of information, knowledge and skills to students, out of school learners,
educators and the general public. The objective is to educate, train, empower, build capacity and
facilitate quality education delivery.

Source of Funding

The Centre is supposed to be run by counterpart fund from Gombe State Government and the ETF,
based on agreed percentage for a period of five (5) years after which it will be handed over to the
State. This funding has seized from the 3rd year (2011) due to lack of counterpart fund from the
State Government. It is noteworthy that up until now there has neither been any official nor
ceremonial handing over of the Centre to the State Government.

The Centre also charges token amount of money on some services and use of facilities as
Internally Generated Revenue. The revenue realized is being used to pay monthly stipend to its
casual staff, (of whom majority are the junior staff) and maintain its facilities. The Ministry
considers the Centre to be its engine room in discharging technical services such as Senior
Secondary Final Examination Offline/online registration, Maintenance of Ministry of Education
(MoE) Personnel Data Base, Installation and Maintenance of ICT facilities, and to some extent,
construction of students’ and Teachers’ furniture.

Administrative sector

Education Trust Fund (ETF) constituted a Board under the chairmanship of the Permanent
Secretary, Ministry of Education, Gombe State and ten (10) members from various MDAs,
Community Leaders and Unions. The Coordinator who is from the Ministry is serving as the
secretary. The Board is mandated to consider the centre’s budget for upward submission to ETF
for approval. It is also the Board’s mandate to review the Centre’s performance and approve new
programs, if any. The Coordinator is responsible for the running of day to day activities of the
Centre and he is supported by Head of Departments.
2.6.9 State Universal Basic Education Board (SUBEB),

SUBEB runs a Board System of Management headed by Executive Chairman and four (4) Board
Members appointed by the Executive Governor. The Board Secretary is the administrative head of
the Board who takes charge of the day to day running of the affairs of the Board. The Board is
organized into six distinct departments: ; Department of Planning Research and Statistics (DPRS),
Department of School Services (DSS), Department of Finance and Supply (DFS), Department of
Personnel Management (DPM), Department of Quality Assurance (DQA) and Internal Audit. The
Board Members and Directors constitute the Management Team of the Board.

The SUBEB has the responsibility of supervising and regulating the activities of Basic Education
such as recruitment, promotion and training of teaching and non-teaching staff of lower basic
across the Local Government Education Authorities (LGEA). It is also responsible for the
provision and rehabilitation of school infrastructure across the LGEAs. The teaching staff of JSS
are co-recruited and promoted by the Teacher Service Commission (TSC) and SUBEB. This dual
mode of teacher management has resulted in uneven distribution and posting of teachers, control
and distortion of line official communication and responsibility.

2.6.10 Adult and Non Formal Education Agency

Ministry of Education also has Adult and Non-Formal Education Agency (ANFEA) under its
purview.

Establishment: Adult and Non-Formal Education Agency is an establishment enacted by Decree

31 of 1996 and subsequently promulgated by the State edict No 3, 1997 and Gombe State Agency
for Adult and Non-Formal Education Law, 2003.

Structure: The Agency is headed by a Director, assisted by sectional heads:

a. Admin and Finance
b. Planning Research and Statistics
c. Post Literacy
d. Women Functional Literacy
e. Literacy (Basic)
f. Continuing Education and NGOs
The Agency was established to serve as an instrument for Mass Literacy Education amongst
Gombe State citizens and Nigerians through the provision of basic literacy trainings, knowledge
and skills. It is a channel between the rural populace and the Government in coordinating the
needed change for better society.
The Non-Formal Education (NFE) aims to ensure that all children (out - of - school), youths,
adults, rural poor and those living with difficulties (physically challenged) realize their rights to
basic education and lifelong learning. The Agency also provides equal opportunities for youths and
adults to access life skills to became self reliant. The Agency's departments undertake below
responsibilities to achieve the set goals.

Literacy Department: Sensitize, mobilize and enrol clients (illiterate adults, youths, adolescent
girls, women and nomads). The Literacy Department also organizes International Literacy Day
(ILD) celebration, which is an annual event. The International Literacy Day was declared by
UNESCO at its 14th General Conference of World Ministers of Education in 1904. The day is to
assess achievements of various Nations and collective efforts in uplifting the status of literacy
programmes.

Post Literacy Department: Collaborate with Nigerian Prison Service and other relevant bodies,
open and carryout literacy delivery services in English language to completers of basic education
and school dropouts.

Continuing Education (Non-Governmental Organizations) Department: Supervise, monitor

and coordinate the efficiency of Private Institutions and ensure their service delivery in the State.

Women Functional Literacy Department: Provides skills to women and the girl child for
economic sustainability and self-reliance.

Planning Research and Statistics Department: Collect, collate, process, keep and retrieve data
of Non-Formal Education activities.

Staff Strength:
There are one hundred and forty two (142) members of staff ranging from managerial to Lower
Cadre.
2.6.11 Teachers Service Commission

Teacher management in the State is a joint responsibility of SMoE, SUBEB, and Teacher Service
Commission (TSC). The State Ministry of Education is vested with the responsibility of the
formulation of education policies and planning, posting/distribution, training and monitoring of
staff. All the principals in JSS are from the State Ministry of Education (SmoE)
2.6.12 Education Management and Information System EMIS

The Education Management Information System (EMIS) of the State Ministry of Education came
into being as a result of a policy formulated by the 54th National Council on Education (NCE)
meeting at Katsina in December, 2007. The approval of the policy created the need to put in place
mechanisms for its implementation. The provision of the guideline has to be seen as a living
document, which from time to time need to be revised and updated based on current realities and
the needs of stakeholders. In Gombe State, the policy is domesticated and adopted to meet its
peculiar needs.

EMIS falls within the Ministry’s structure under the Department of Planning, Research and
Statistics headed by a Deputy Director charged with the responsibilities of coordinating the affairs
of the Ministry’s data base through principally the instrument of the Annual School Census where
every year data capturers are trained and dispatched to all the nooks and crannies of the State
covering all the cadres in the State educational system i.e. Pre Primary, Primary, JSS, SSS and
Science & Vocational Technical Schools, as well as Private Institutions. This is done in
collaboration with the SUBEB housing EMIS unit that is headed by a senior staff with minimum
of ten staff.

The data collated at the EMIS House are entered, analyzed and disseminated yearly to all stake
holders to serve in planning purposes. The structure on ground in EMIS has two Deputy Directors;
that of Educational Planning, Research and Statistics with qualified computer personnel manning
the process of data entries and other office works. The data bank is controlled by an administrator
who oversees the supply of information to other agencies and departments mostly on request after
following due processes with the Management.

The EMIS structure was put in place through a collaborative efforts; where the other organizations
and ministries with UNICEF playing the key role of generating resources for the structure and
EMIS equipments towards making the EMIS House functional. Presently, the SMoE EMIS has
fifteen (15) functional computers networked to a server where the issue of data entry is being
handled within EMIS. SUBEB EMIS Unit has ten computers networked to a server providing
support services to some EMIS Units.

The conduct of ASC in recent years has brought to the fore emerging issues which have
implications for policy planning and development of sector plans in the state. Such emerging
issues include the following:-

a. Cases of violence against children of various degree and nature were reported in 2016/2017
and 2018. 34 % cases of child in conflict with the law, 8 % of early or compulsory
marriage, 33 % of orphaned children, 17 % of child labor and 8% of neglect were reported.

e. Annual community crisis between Billiri and Shongom Local Government Areas which
affect school attendance when it occurs, schools are used to accommodate Internally
 Displaced Persons (IDPs) and Security Personnel.

f. There are schools located in difficult to reach areas as a result of the topography of the
State, this cut across all local government areas with the exception of Gombe local
government. The percentage of school located in difficult to reach areas is put at 30 %, the
percentage of the schools increases with the onset of rainy season which makes muddy
areas difficult to reach.

2.7 Education Policy Environment (including Legislation and External Laws)

The policy environment is favorable for collaboration and synergy with internal legislation and
working with external bodies. Gombe State Ministry of Education and its parastatals have been
working favorably with the Federal Government and other Development Partners within the
confines of the law. For this reason there are some ongoing and proposed activities and initiatives
with the Development Partners which are as follows

a. Proposal to establish a Better Education Service Delivery for All (BESDA) .

b. Introduction of Bilingual Education to be funded by Islamic Development Bank (IsDB) add
to acronym to facilitate the learning of Arabic language together with the integration of
literacy and numeracy.
c. State Education Project Investment Programme (SEPIP) add to acronym is a World Bank
assisted programme for the training of teachers and strengthening of SBMCs and the entire
education system.
d. Development plans to mitigate violence against children.
e. Education Crises Response issues (Education in Emergency).
f. Gombe State Medium Term Basic Education Strategic Plan (MTBESP 2017 - 2019) has
been developed and integrated under the auspices of the UBEC/FMoE and under the
guidance of UNICEF as Principal Consultant.
g. Incorporation of the National Policy on Inclusive Education enshrined into the Ministerial
Strategic Plan into the State Education Sector Plan.

A major constraint in the policy environment is the non domestication of 2003 State Agency for
Mass Education (SAME) law to provide a legal basis for autonomy of ANFEA for synergy with
Ministries, Donor Agencies and Development Partners for effective operations. However, this
issue is being looked into even as the State is planning to domesticate the 2003 SAME law to
provide a legal basis for autonomy of ANFEA.
 Policy Objective 1: IMPROVED ACCESS, EQUITY AND INCLUSIVENESS

Specific 2019 2020 2021 Activities Objective Means of Responsible 2019 2020 2021 Total Cost
objective Activities Activities Verification Verification Agency Cost Cost Cost (Millions
Indicators (Millio (Millio (Millio N)
ns ns ns
N) N) N)
Increased 1. Conduct 1. Conduct 1. Conduct 11 Activity MoE, SUBEB,
enrolment advocacy and sensitization on sensitization on Communities reports, CBOs,
of: sensitization on ECCDE policy, ECCDE policy across 11- Attendance Community and
general enrolment in girl-child, through through Radio & L.G.A.s register, Religious leaders,
11-No. Radio & TV TV Jingles in sensitized, Jingles on UNICEF, NGOs, 5,500,0 3,500,0 3,500,0 12,500,000.
1. ECCDE Communities Jingles in min.6- min.6-No. Media radio & TV 00.00 00.00 00.00 00
by 20%, across the 11- No. Media outfits outfits across the
from 11.4% L.G.A.s , through across the State @ State @
(31,539 - Town Hall Meetings N3,500,000.00 N3,500,000.00
pupils) to @ N500,000.00 per annum per annum
31.4% each
(37,847pupi 2. Support State 2. Train 100 2. Support State 300 - ECCDE Training MoE, SUBEB,
University, FCE (T) ECCDE teachers University, FCE Teachers Reports, UBEC, UNICEF, 1,500,0 1,500,0 1,500,0 4,500,000.0
ls) in 3 Gombe COE Billiri by State (T) Gombe COE trained Attendance NGOs etc
years. to train 100 ECCDE University, FCE Billiri to train 100 register, 00.00 00.00 00.00 0
teachers. (T) Gombe & ECCDE teachers.
2.Girl-child COE Billiri
by 5%, from 4. Construction of 3. Construction of 2. Construction of 160 No. of Physical MoE, SUBEB,
45% 10 blocks of 3 50 blocks of 3 100 blocks of 3 blocks of 3 inspection UBEC, UNICEF,
classrooms spread classrooms spread classrooms in classrooms Report, LGEAs, NGOs
(353,337) to
across the 11- across the 11- Nafada, Shogom, constructed Contract etc 90,000, 450,000 900,000 1,440,000,0
50% L.G.A.s in L.G.A.s in Yamaltu-Deba in the 11 documents &
(388,745) adherence to the adherence to the LGAs to LGAs Pictures. 000.00 ,000.00 ,000.00 00.00
UBE Act on UBE Act on adherence to the
ECCDE (See ECCDE (See UBE Act on
Infrastructure) Infrastructure) ECCDE (See
Infrastructure)
5. Supply of 100 5. 4 Supply of 100 3. Supply of 100 300 No of Physical MoE, SUBEB,
pupils furniture and pupils furniture pupils furniture pupils inspection and UBEC, UNICEF,
equipment spread and equipment and equipment furniture and Supervision NGOs 5,000,0 5,000,0 5,000,0 15,000,000.
across the 11- spread across the spread across the equipments Report, LGEAs etc 00.00 00.00 00.00 00
L.G.A.s for ECCDE 11- L.G.A.s for 11- L.G.A.s for supplied in Contract
(See Infrastructure) ECCDE (See ECCDE (See the 11 LGAs documents &
Infrastructure) Infrastructure) pictures
 6. Recruit 15 6. Recruit 15 4. Recruit 15 30 Quality MoE, SUBEB,
specialized ECCDE specialized specialized Specialized Assurance UBEC, UNICEF,
teachers in Dukku, ECCDE teachers ECCDE teachers ECCDE Monitoring NGOs 7,000,0 7,000,0 7,000,0 21,000,000.
Yamaltu Deba, spread across the spread across the teachers reports, LGEAs etc
Shongom (See 11- L.G.A.s (See 11- L.G.A.s (See recruited Recruitment 00.00 00.00 00.00 00
Quality & Quality & Quality & reports,
Relevance) Relevance) Relevance) Posting letters

7. Provide a meal 7. Provide a meal 7. Provide a meal 4,500 Physical MoE, SUBEB,
per day to 1,500 per day to 1,500 per day to 1,500 children inspection, UBEC, UNICEF,
ECCDE children in ECCDE children ECCDE children school meals Monitoring NGOs
each of the 11- in each of the 11- in each of the 11- provided reports, SBMCs etc 79,200, 79,200, 79,200, 237,600,00
LGAs, as an LGAs, as an LGAs, as an Attendance 000.00 000.00 000.00 0.00
incentive @ N80.00 incentive @ incentive @ registers
per child per day. N80.00 per child N80.00 per child
per day. per day.

Reduce 1. Conduct The number Report of HH MoE, SUBEB,

number of Sensitization, HH & location of Mapping UBEC, UNICEF,
out of mapping, listing and OOSC Listing & BESDA, NpopC, 196,000 196,000,00
enumeration of out ascertained. enumeration of State Bureau of 0.00 0.00
school ,000.00 0.00
of school children OOSC Statistics
children across the State @
(OOSC) by N196m.
20% 3. Conduct mass 3. Conduct mass 3. Conduct mass 3Sensitization ASC, Activity MoE, SUBEB
(100,000) in sensitization sensitization sensitization campaigns reports, Class Secretary & DSS,
the state i.e. campaigns in the 11 campaigns in the campaigns in the held registers, Inspectorate,
from LGAs to mobilize 11 LGAs to 11 LGAs to Admission LGEAS, UBEC, 500,000 500,000 500,000 1,500,000.0
500,000 to communities to mobilize mobilize 20% No. of registers IDPs, NGOs, WB
increase girl-child communities to communities to girls child (BESDA), IsDB .00 .00 .00 0
200,000.
enrolment @ increase girl-child increase girl-child enrolled in (BEP).
N500,000.00 enrolment @ enrolment @ school
N500,000.00 N500,000.00

4. Provide (in each 4. Provide (in 4. Provide (in 150 No of ASC, Activity MoE, SUBEB,
7,920,0 15,840, 23,760, 47,520,000.
of the 11-LGAs) a each of the 11- each of the 11- schools and UBEC, IDPs,
meal per day to 50- LGAs) a meal per LGAs) a meal per benefited monitoring NGOs, WB 00.00 000.00 000.00 00
No. school children day to 50-No. day to 50-No. from school reports, Class (BESDA), IsDB
in newly established school children in school children in meals registers, (BEP).
neighbourhood newly established newly established feeding menus, LGEAs, SBMCs,
schools as an neighbourhood neighbourhood 20 % increase Women Groups
incentive to increase schools as an schools as an of children
enrolment in Basic incentive to incentive to enrolled in
Education @ increase increase 150 schools
N80.00 per meal per enrolment in enrolment in in the 11
child per day. Basic Education Basic Education LGAs
@ N80.00 per @ N80.00 per
meal per child per meal per child per
day. day.

5. Conduct a survey 11 LGA Activity and MoE, SUBEB,

of Tsangaya/ Tsangaya monitoring UBEC, NMEC, ,
Quaranic Schools in proprietors reports, Class IDPs, NGOs, WB
the State sensitized registers, (BESDA), IsDB 6,000,0 6,000,000.0
0.00 0.00
On feeding menus, (BEP). 00.00 0
integrating
modern
education
subjects
6. Sensitize 72 6. Sensitize 72 6. Sensitize 72 216 Inspection/ MoE, SUBEB,
Tsangaya school Tsangaya school Tsangaya school Tsangaya monitoring UBEC, NMEC, ,
proprietors on proprietors on proprietors on proprietors reports, Copies IDPs, NGOs, WB
Integration of core Integration of Integration of sensitized of (BESDA), IsDB 13,700, 13,700, 13,700, 41,100,000.
subjects into core subjects into core subjects into On updated/integr (BEP). 000.00 000.00 000.00 00
Tsangaya Education Tsangaya Tsangaya integrating ated
System at N13.7M Education System Education System modern Curriculum for
at N13.7M at N13.7M education IQTE/Tsangay
subjects a
Provide textbooks and Provide textbooks Provide textbooks Selected Store ledgers, MoE, SUBEB,
curriculum for the and curriculum for and curriculum for Tsangaya distribution UBEC, NMEC, ,
integration of core the integration of the integration of schools lists IDPs, NGOs, WB 1,500,0 1,500,0 1,500,0 4,500,000.0
subjects (Eng, Maths, core subjects (Eng, core subjects (Eng, provided with (BESDA), IsDB
Basic Science and Soc Maths, Basic Maths, Basic 00.00 00.00 00.00 0
Stud) in Tsangaya Science and Soc Science and Soc
textbooksin (BEP
schools Stud) in Tsangaya Stud) in Tsangaya core subjects
schools schools
7 Build capacities of 7. Build capacity 7. Build capacity 47 EiE Training MoE, SUBEB, 1,000,0 1,000,0 1,000,0 3,000,000.0
the 47existing State of the 47 existing of the 47 existing Working reports, L.G.E.A., SEMA,
 EiE Working Group State EiE State EiE group No/types of ANFEA, MoWA 00.00 00.00 00.00 0
members on Working Group Working Group members teaching- F.C.E(T), C.O.E
Disaster and Risk members on members on trained on learning IDP, NGOs
Preparedness Disaster and Risk Disaster and Risk Disaster Risk materials used
activities @ N1m. Preparedness Preparedness Management
activities @ N1m. activities @ N1m. Preparedness

8. Establish EiEWG - - EiE Working Monitoring MoE, SUBEB,

activities across the groups report, Lists of SEMA, ANFEA, 350,000
11-LGAs of the established in members, MoWA F.C.E(T), 0.00 0.00 350,000.00
State @ N350, 000 each LGA Work plans, C.O.E IDP, NGOs .00
. Minutes of
meeting held
9. Establish Clubs & 9. Establish Clubs 9. Establish Clubs 6 No of Monitoring MoE, SUBEB,
Societies on & Societies on & Societies on schools with reports, Clubs SEMA, ANFEA, 250,000 250,000 250,000
emergencies in 2 emergencies in 2 emergencies in 2 Clubs and and Societies MoWA F.C.E(T), 750,000.00
schools at N250,000 schools at schools at Societies on meeting and C.O.E IDP, NGOs .00 .00 .00
per school N250,000 per N250,000 per emergencies activity reports
school school
10. provide 3-days’ 10. provide 3- 10. provide 3- 450 No STM Revised MoE, SUBEB,
training for 150 days’ training for days’ training for teachers with curriculum, L.G.E.A., SEMA,
Science, 150 Science, 150 Science, Science, Records, ANFEA, MoWA
6,750,0 6,750,0 6,750,0 20,250,000.
Trade/Entrepreneuri Trade/Entreprene Trade/Entreprene Trade/entrepr Physical F.C.E(T), C.O.E
al and Mathematics urial and urial and eneurial & Inspection, IDP, NGOs 00.00 00.00 00.00 00
. Teachers @ Mathematics Mathematics Mathematics Inventory
N15,000.00 each Teachers @ Teachers @ skills
N15,000.00 each N15,000.00 each
11.Develop 11..Develop 11..Develop Modalities Policy MoE, SUBEB,
modalities for modalities for modalities for for trade and document, No L.G.E.A., SEMA,
collaboration with collaboration with collaboration with skill and types of ANFEA, MoWA 300,000 300,000 300,000
public & private public & private public & private acquisition schools F.C.E(T), C.O.E 900,000.00
sector trades/skills sector trades/skills sector trades/skills outfit terms benefitting. IDP, NGOs .00 .00 .00
acquisition outfits @ acquisition outfits acquisition outfits and Copies of
N300,000.00 @ N300,000.00 @ N300,000.00 agreements Terms and
established Agreements
12.Procure 12.Procure 12.Procure No of Inspection and MoE, SUBEB,
materials/tools for materials/tools for materials/tools for Schools with monitoring MoYE, MoT&I, , 100,000 100,000 100,000 300,000,00
Vocational Training Vocational Vocational Vocational reports, ledger, NERDC,
@ N100m Training @ Training @ materials SRV, SIVs, UNICEF, ,000.00 ,000.00 ,000.00 0.00
N100m N100m procured for Vouchers
use
 13. Train 20 schools 13. Train 20 13. Train 20 No of schools Training MoE, SUBEB,
on production and schools on schools on with capacity reports, MoYE, Local
use of local production and production and to produce Monitoring Artisans 5,000,0 5,000,0 5,000,0 15,000,000.
materials, tools & use of local use of local and use local reports (mechanics,
equipment at materials, tools & materials, tools & materials, welders, 00.00 00.00 00.00 00
250,000 per School equipment at equipment at tools and electricians,
250,000 per 250,000 per equipment weavers,
School carpenters etc.
Improve 1.Map out No of Out of Report of MoE, SUBEB,
gender concentration school girls mapping, ANFEA, MoWA, 3,500,0 3,500,000.0
parity by clusters of out-of and women Disaggregated MoI, LGEAs, 0.00 0.00
increasing school girls and mapped data on out of HiLWA, FBOs 00.00 0
girl-child women across the school females
enrolment State @ N3.5m available
by 5% in 3- 2. Provide Free - 2. Provide Free - 2. Provide Free - Good No. of ASC, MoE, SUBEB,
years from Education to Education to Education to Vulnerables attendance ANFEA, MoWA,
45%F:55% women, girls as well women, girls as women, girls as & less register, MoI, Scholarship
M to as vulnerable and well as vulnerable well as vulnerable advantages Monitoring Board, LGEAs,
50%F:50% lee advantaged and lee and lee children report NAPEP 0.00 0.00 0.00 0.00
M. children at all levels advantaged advantaged educated HiLWA
(school fees) children at all children at all
levels (school levels (school
fees) fees)

3.Bi-annual 3. Bi-annual 3. Bi-annual 6-No. Attendance MoE, SUBEB,

advocacy and advocacy and advocacy and advocacy and Register, MoWA, MOI,
sensitizations on sensitizations on sensitizations on sensitization Physical Scholarship
girl-child education girl-child girl-child activities on Inspection Board,
across the State @ education across education across girl child LGEAs,Tr//Rel
N500,000.00 the State @ the State @ education. leaders 500,000 500,000 500,000 1,500,000.0
N500,000.00 N500,000.00 6-No. HiLWA .00 .00 .00 0
Enrolment,
Retention and
completion
drives/campai
gns
conducted
4. Provide special 4. Provide special 4. Provide special 3,000-No. of Programme MoE, SUBEB,
inducements and inducements and inducements and girls reports. Copies ANFEA, MoWA, 5,000,0 10,000, 15,000, 30,000,000.
scholarship scheme scholarship scholarship benefiting of selection MoI, Scholarship
for girls and women scheme for girls scheme for girls from special criteria Board, LGEAs, 00.00 000.00 000.00 00
@ N5m for 500 girls and women @ and women @ inducements HiLWA
N15m for 1,000 N15m for 1,500 and
girls girls scholarship
scheme
5. Provide female- 5. Provide female- 5. Provide female- 95-No. of Monitoring MoE, SUBEB,
friendly school friendly school friendly school schools with report ANFEA, MoWA, 1,000,0 1,000,0 1,000,0 3,000,000.0
environment in not environment in environment in female MoI, LGEAs,
less than 5% of not less than 5% not less than 5% friendly HiLWA 00.00 00.00 00.00 0
established schools of established of established environment
schools schools
6. Scaling up of the 6. Scaling up of 6. Scaling up of 300-No. Of Monitoring MoE, SUBEB,
Female Teacher the Female the Female students on report, training MoI, Scholarship 1,000,0 1,000,0 1,000,0 3,000,000.0
Trainee Scholarship Teacher Trainee Teacher Trainee FTTSS reports, Board, LGEAs
Scheme (FTTSS) Scholarship Scholarship scheme FTTSS data. 00.00 00.00 00.00 0
for 100 Scheme (FTTSS) Scheme (FTTSS)
for 100 For 100
7.Train 22 female 7. Train 660 girls Train 660 girls on 66-No. Of Monitoring MoE, SUBEB,
role models on Life Skills, Life Skills, roles female role report, ANFEA, MoWA,
(HiLWA) on their roles and and responsibilitie models Training report MoI, Scholarship 500,000 10,000, 10,000, 20,500,000.
roles and responsibilitie trained Board, LGEAs, .00 000.00 000.00 00
responsibilities 1,320-No. Of HiLWA
girls trained
on life skills.
8.Feasibility studies 8.Establishment 8.Establishment 3-No. Of girls ASC, MoE, SUBEB,
for establishment of of 1 additional of 1 additional exclusive Monitoring MoI, LGEAs
1 additional girls girls exclusive girls exclusive Schools reports
exclusive School in School in each School in each established
each Senatorial Senatorial district Senatorial district
district
1,000,0 1,000,0 1,000,0 3,000,000.0
00.00 00.00 00.00 0
Increase 1. Conduct a high Adult and Monitoring MoE, SUBEB,
Access to level advocacy for Non-formal report ANFEA, MoWA,
Adult and 40 stakeholders to Education MoI, LGEAs 200,000
Non formal implement Adult Policy 0.00 0.00 200,000.00
.00
Education and Non-Formal
by 15% Education (SAME)
from 5% to Policy
20%.
2. Conduct . Advocate for Advocate for 6-No. Of Activity MoE, SUBEB,
advocacy visits to autonomy of autonomy of advocacy reports ANFEA, MoWA,
top policy makers ANFEA @ ANFEA @ visits MoI, LGEAs 200,000 200,000 200,000
600,000.00
for autonomy of N200,000.00 N200,000.00 conducted .00 .00 .00
ANFEA @
N200,000.00

3. Conduct Annual 3. Conduct Adult 3. Conduct Adult 3-No. Of Activity report MoE, SUBEB,
Adult Learners’ Learners’ Learners’ adult ANFEA, MoWA, 2,500,0 2,500,0 2,500,0 7,500,000.0
Competitions @ Competitions @ Competitions @ learners’ MoI, LGEAs 00.00 00.00 00.00 0
N2.5m N2.5m N2.5m competitions
conducted
4. Procure 500 500-No. Of Store Ledger, MoE, SUBEB,
Radio sets for radio sets Physical ANFEA, MoWA,
distribution across procured inspection MoI, LGEAs
all Learning Centres reports 1,000,0 1,000,0 1,000,0 3,000,000.0
@ N2,000.00 each. 41-No. Of 00.00 00.00 00.00 0
Learning
Centres to be
supplied with
the radios
5.Establish 2 5. Established 2 5. Established 2 6-No. of Monitoring MoE, SUBEB,
additional Adult additional Adult additional Adult Adult report ANFEA, MoWA, 4,000,0 4,000,0 4,000,0 12,000,000.
Literacy Centres Literacy Centres Literacy Centres Literacy MoI, Scholarship
Centres Board, LGEAs 00.00 00.00 00.00 00
established

Employ 34 Adult Employ 33 Adult Employ 33 Adult 100-No. of Monitoring MoE, SUBEB,
Education Education Education Adult report ANFEA, MoWA, 14,000, 14,000, 14,000, 42,000,000.
facilitators to man facilitators to man facilitators to man Education MoI, LGEAs 000.00 000.00 000.00 00
them them them facilitators
employed
 7.Build capacity 1,851-No of Training MoE, SUBEB, 12,957, 12,957,000.
of 1,851 ANFEA ANFEA Staff reports ANFEA 0.00 0.00
000.00 00
Staff trained LGEA
8. Provide 8. Provide 8. Provide Instructional Store Ledger, MoE, SUBEB,
instructional and instructional and instructional and and working Monitoring ANFEA, MoI, 15,000, 10,000, 10,000, 35,000,000.
working materials in working materials working materials materials reports, LGEAs,
2 of the established in 2 of the in 2 of the available in Physical 000.00 000.00 000.00 00
Centers established established established inspection
Centers Centers Centers
9. Provide hardship 9. Provide 9. Provide Number of Education MoE, SUBEB,
allowance to staff at hardship hardship NFE Staff Budget, ANFEA, MoI,
N24,000 per annum allowance to staff allowance to staff benefiting Monitoring LGEAs, 2,328,0 2,328,0 2,328,0 6,984,000.0
(97 x at N24,000 per at N24,000 per from hardship report. 00.00 00.00 00.00 0
24000=N2,328,000 annum (97 x annum (97 x allowance Payment
24000=N2,328,00 24000=N2,328,00 vouchers
0 0
Increase 1.Census all people - - No. of people Attendance MOE, SUBEB,
enrolment with Special Needs with special register, Tra/Rel leaders,
15,000, 15,000,000.
of Special across the State @ needs across Census report, IDPs, PTA, 0.00 0.00
Needs N15m. the State Physical SBMC, CBOs / 000.00 00
Education collected inspection NGOs
through report.
enrolment 2. Carry out 2. Carry out 2. Carry out 6-No. of Activity MoE, SUBEB,
drive advocacy and advocacy and advocacy and advocacy and report, Tra/Rel leaders,
campaign mobilization in 11- mobilization in mobilization in mobilization Attendance IDPs, PTA,
LGAs on 11-LGAs on 11-LGAs on on register SBMC, CBOs / 3,300,0 3,300,0 3,300,0 9,900,000.0
importance of importance of importance of importance of NGOs 00.00 00.00 00.00 0
educating children educating children educating children educating
with special needs with special needs with special needs children with
@ N300,000.00 per @ N300,000.00 @ N300,000.00 special needs
LGA per LGA per LGA carried out.
3. Provide ramps, 3. Provide ramps, 3. Provide ramps, 33-No. of Store Ledger, MoE, SUBEB,
tools/equipment, tools/equipment, tools/equipment, conventional Monitoring Tra/Rel leaders,
walkways to walkways to walkways to schools made report IDPs, PTA,
enhance conducive enhance enhance conducive for SBMC, CBOs /
environment for conducive conducive pupils with NGOs
inclusion for pupils environment for environment for special needs 5,000,0 5,000,0 5,000,0 15,000,000.
with special needs in inclusion for inclusion for 00.00 00.00 00.00 00
one conventional pupils with pupils with
school (see special needs in special needs in
infrastructure for one conventional one conventional
cost). school (see school (see
infrastructure for infrastructure for
cost). cost).
4. Construct one 4. Construct one 4. Construct one 9-No. of Physical MoE, SUBEB,
more Special more Special more Special constructed Inspection Tra/Rel leaders,
Education Centre Education Centre Education Centre centres in the report, IDPs, PTA, 150,000 150,000 150,000 450,000,00
and expand existing and expand and expand 3 Senatorial Monitoring SBMC, CBOs /
one in Gombe existing one in existing one in districts report. NGOs ,000.00 ,000.00 ,000.00 0.00
Central Gombe North Gombe South 3-No. of
expanded
centres
SUB-TOTAL 752,49 919,82 1,369,7
8,000.0 5,000.0 88,000. 3,042,111,
0 0 00 000.00
 Policy Objective 2: IMPROVED QUALITY AND RELEVANCE (WITH TEACHING & LEARNING)

Objective 2019 Cost 2020 Cost 2021 Cost

Specific 2019 2020 2021 Means of Responsible Total Cost
Verification (Millions (Millions (Millions
objective Activities Activities Activities Verification Agency (Millions N)
Indicators N) N) N)
Improve the 1. Equitably - - 1,930-No. of Physical FMoE, 2,000,000.0 0.00 0.00 2,000,000.0
adequacy of distribute schools inspection and UBEC, 0 0
teaching/learning curriculum to supplied with reports MoE,
facilities and schools across curriculum SUBEB,
materials at all the state @ NERDC,
levels of N2m NGOs,
education: CBOs etc
2. Procure 2. Procure 2. Procure 300,000-No. Physical FMoE, 680,000.00 680,000.00 680,000.00 2,040,000,0
100,000 100,000 100,000 core subjects Inspection UBEC, 00.00
textbooks each textbooks each textbooks each textbooks report, Store MoE,
in 4-core in 4-core in 4-core procured Ledger SUBEB, Lib
subjects for all subjects for all subjects for all Board,
school levels school levels school levels NERDC,
@ N 1,700 @ N 1,700 @ N 1,700 NGOs,
each = each = each = CBOs etc
N680,000 N680,000 N680,000

3. Procure 3. Procure 3. Procure 28,000-No. Store Ledger, FMoE, 100,000,00 100,000,00 100,000,00 300,000,000
materials such materials such materials such cartons of Physical UBEC, 0.00 0.00 0.00 .00
as chalk, as chalks, as chalks, chalk, Inspection, MoE,
markers, markers, markers, markers, SRV, SIV SUBEB,
stationeries, stationeries, stationeries, stationeries, NERDC,
etc @ N100m etc @ N100m etc @ N100m etc supplied to NGOs,
schools CBOs etc

Provide effective 1. Provide 1. Provide 1. Provide Logistics for Records, PVs, MoE, 40,000,000. 40,000,000. 40,000,000. 120,000,000
supervision, working working working bi-monthly M&E reports SUBEB 00 00 00 .00
monitoring and materials and materials and materials and monitoring CBOs,
evaluation. logistics for bi- logistics for bi- logistics for bi- activities NGOs,
monthly monthly monthly provided IDPs, MoF,
monitoring monitoring monitoring LGAs etc
activities in the activities in the activities in the
11-LGAs 11-LGAs 11-LGAs
across the state across the state across the state
@ N40m . @ N40m . @ N40m .
 2. Undertake 2. Undertake 2. Undertake 75-No. of Training MoE, 3,375,000.0 3,375,000.0 3,375,000.0 10,125,000.
Continuous (3- Continuous (3- Continuous (3- quality report, SUBEB 0 0 0 00
days) capacity days) capacity days) capacity assurance monitoring CBOs,
building for 75 building for 75 building for 75 officers that report, NGOs,
No. quality No. quality No. quality undertake Attendance IDPs, MoF,
assurance assurance assurance continuous register LGAs etc
officers @ officers @ officers @ capacity
N3.375M N3.375M N3.375M building

3. Make 3. Make 3. Make Monitoring Monitoring MoE, 10,000.00 10,000.00 10,000.00 30,000.00
autonomous autonomous autonomous and evaluation report, SUBEB
the monitoring the monitoring the monitoring directorate Organogram, CBOs,
and evaluation and evaluation and evaluation formed Plan of NGOs,
directorate. directorate. directorate. actions, IDPs, MoF,
LGAs etc
Provide effective 1.Introduce 1.Introduce 1.Introduce 500-No. of ASC, Records, MoE, 5,000,000.0 5,000,000.0 5,000,000.0 15,000,000.
communication press, debating press, debating press, debating schools with Physical SUBEB, 0 0 0 0
among both and drama and drama and drama press, debating Inspection, NGOs IDPs
teachers and clubs in all clubs in all clubs in all and drama NUT,
students schools across schools across schools across clubs SBMC
the state @ the state @ the state @ introduced. ANCOPPS
N5m N5m N5m
2. Introduce 2. Introduce 2. Introduce 500-No. of Activity MoE, 5,000,000.0 5,000,000.0 5,000,000.0 15,000,000.
News On the News On the News On the schools with report, SUBEB, 0 0 0 00
Board (NOB) Board (NOB) Board (NOB) NOB Monitoring NGOs IDPs
in schools in schools in schools introduced report NUT,
across the state across the state across the state SBMC
ANCOPPS
3. Introduce 3. Introduce 3. Introduce 10,000-No. of Activity MoE, 5,000,000.0 5,000,000.0 5,000,000.0 15,000,000.
drill lessons drill lessons drill lessons students in report, SUBEB, 0 0 0 00
for students @ for students @ for students @ attendance Attendance NGOs IDPs
N5m N5m N5m Participatory register NUT,
learning SBMC
enhanced ANCOPPS
 4. Introduce 4. Introduce 4. Introduce 1,520-No. of Attendance MoE, 5,000,000.0 5,000,000.0 5,000,000.0 15,000,000.
library library library library lessons register, SUBEB, Lib 0 0 0 00
lessons/book lessons/book lessons/book organized. Activity Board,
corners to corners to corners to report. Store NGOs IDPs
promote promote promote 1,000 cartons ledgers, SRVs, NUT,
reading culture reading culture reading culture of a variety of SIVs, Library SBMC
@ N5m @ N5m @ N5m library books catalogues ANCOPPS
procured and
distributed
5. Organize 5. Organize 5. Organize 3,900-No. of Activity MoE, 4,500,000. 4,500,000. 4,500,000. 13,500,000.
special 3-days’ special 3- special 3- teachers in report, SUBEB, Lib 00 00 00 00
workshops for days’workshop days’workshop attendance at Attendance Board,
English s for English s for English the organized register NGOs IDPs
language language language workshops. NUT,
teachers on teachers on teachers on SBMC
methodology methodology methodology ANCOPPS
and new and new and new
concepts:- 100 concepts:- 100 concepts:- 100
Teachers @ Teachers @ Teachers @
N15,000.00 N15,000.00 N15,000.00
each. each. each.
Develop 1. Provide 1. Provide 1. Provide 10,000 Cartons Store ledger, MoE, MoF, 25,000,000. 25,000,000. 25,000,000. 75,000,000.
Teachers’ skills current and current and current and of a variety of Physical SUBEB, 00 00 00 00
in modern relevant relevant relevant materials Inspection, NIEPA,
teaching materials on materials on materials on supplied to SRV, SIV and COE,
techniques modern modern modern schools on activity report FCE (T) and
teaching teaching teaching modern FUK
techniques @ techniques @ techniques @ teaching
N25m N25m N25m technique

2. Engage 2. Engage 2. Engage 3,000-No. of Training MoE, MoF, 5,000,000.0 5,000,000.0 5,000,000.0 15,000,000.
higher higher higher teachers report, SUBEB, 0 0 0 00
institutions for institutions for institutions for trained on Attendance NIEPA,
training of training of training of modern register GSU,
teachers on teachers on teachers on teaching FCET,etc
modern modern modern technique
techniques of techniques of techniques of
teaching @ teaching @ teaching @
N5m. N5m. N5m.
 3. Provide 2% 3. Provide 2% 3. Provide 2% 9 No. of Researchers MoE, MoF, 21,600,000. 21,600,000. 21,600,000. 64,800,000.
of Education of Education of Education researches report SUBEB, 00 00 00 00
Budget for Budget for Budget for conducted NIEPA
funding of 3 funding of 3 funding of 3 Data
researches on researches on researches on collectors
modern modern modern and analysts
techniques. techniques. techniques.
Ensure 1.Evenly 1.Evenly 1.Evenly 21,000 -No. of ASC, School MoE, 0.00 0.00 0.00 0.00
maximum distribute distribute distribute teachers records, SUBEB,
teacher subject subject subject evenly posted physical Inspectorate
utilization teachers to teachers to teachers to to schools inspection NGOs
schools & schools & schools & PTAs,
subject areas subject areas subject areas SBMC etc

2. Enforce 2. Enforce 2. Enforce Utilization of School MoE, 0.00 0.00 0.00 0.00
minimum minimum minimum staff records, SUBEB,
workload of 24 workload of 24 workload of 24 maximized Monitoring PTAs,
lessons per lessons per lessons per report, School SBMC
week week week timetable, School
Individual Heads,
staff workload Senior
sheets Teachers
3. Re-enforce 3. Re-enforce 3. Re-enforce 585 JSS and Activity MoE, 19,500,000. 19,500,000. 19,500,000. 58,500,000.
extra- extra- extra- SS -No. of reports, SUBEB, and 00 00 00 00
curricular curricular curricular schools with monitoring their
activities in activities in activities in competitions report, School Inspectorate
195 schools by 195 schools by 195 schools by organized Annual Divisions
organizing organizing organizing Calendar of NGOs
annual inter- annual inter- annual inter- events PTAs,
school, inter- school, inter- school, inter- SBMC
house, and house, and house, and School
inter-class inter-class inter-class Authoritie,
competitions competitions competitions Pupils/Teac
@ N1m @ N1m @ N1m hers
 2. Accredit 50 2. Accredit 50 2. Accredit 50 150 of ECCDE Physical MoE, 1,000,000. 1,000,000. 1,000,000. 3,000,000.0
ECCDE ECCDE ECCDE Centres inspection, SUBEB, 00 00 00 0
Centers with a Centers with a Centers with a established in Report UBEC,
view to view to view to Primary showing UNICEF,
Establish them Establish them Establish them Schools across progress and NGOs MoF,
in appropriate in appropriate in appropriate 11-L.G.A.s completion. Community
Primary Primary Primary and
Schools in the Schools in the Schools in the Religious
state across state across state across leaders
11-L.G.A.s 11-L.G.A.s 11-L.G.A.s
Strengthen 1. Provide 1. Provide 1. Provide 1,815-No. of ASC, PVs, MoE, MoF, 35,910,000. 35,910,000. 35,910,000. 107,730,000
teacher support running cost in running cost in running cost in public schools Physical MoH/T, 00 00 00 .00
system for all 1,815 all 1,815 all 1,815 provided Inspection, MoH NGOs
improved (1,367 Pre- public schools public schools running costs. Inventory etc
efficiency Prim. and @ @ Cash book,
Prim., 317 (N5,000 (N5,000 ledger
JSS, 111 SS Primary, Primary,
and 20 Sci. N10,000 JSS N10,000 JSS
and Technical and N15,000 and N15,000
Schools) SSS per term) SSS per term)
public schools
@
(N5,000
primary,
N10,000 JSS
and N15,000
SSS per term)

2. Construct 2. Construct 2. Construct 9 flats No. of 3 Physical MoE, MoF, 0.00 0.00 0.00 0.00
new new new bed rooms inspection, MoH/T,
/Renovation of /Renovation of /Renovation of house Monitoring MoH NGOs
existing existing existing constructed report. etc
houses (Low- houses (Low- houses (Low- and furnished Contract
cost type block cost type block cost type block for teachers in Agreements,
of 3-flats of 3- of 3-flats of 3- of 3-flats of 3- schools in the PVs,
bdrms each) bdrms each) bdrms each) 11 LGAs
for teachers in for teachers in for teachers in
11-No schools 11-No schools 11-No schools
across the across the across the
State @ N24m State @ N24m State @ N24m
 each. each. each.
(See (See (See
Infrastructre) Infrastructre) Infrastructre)

Increase the 1. Conduct 1. Conduct 1. Conduct 6-No. of ASC, Records, GMSG, 500,000.00 500,000.00 500,000.00 1,500,000.0
percentage of evidence- evidence- evidence- advocacy Physical MoE, MoF, 0
qualified based based based conducted in Inspection SUBEB,
teachers in all Advocacy to Advocacy to Advocacy to all levels of TSC,
levels of government on government on government on education ANFEA
education the need to the need to the need to CBOs/NGO
(ECCDE, increase the increase the increase the s
Primary, JSS, number of number of number of
SSS, NFE, qualified qualified qualified
Nomadic, teachers in all teachers in all teachers in all
Special levels of levels of levels of
Education) education education education
(ECCDE, (ECCDE, (ECCDE,
Primary, JSS, Primary, JSS, Primary, JSS,
SSS, NFE, SSS, NFE, SSS, NFE,
Nomadic and Nomadic and Nomadic and
Special Special Special
education) @ education) @ education) @
N500,000.00 N500,000.00 N500,000.00

2. Carry out 2. Carry out 2. Carry out 1,500-No. of Attendance GMSG, 22,500,000. 22,500,000. 22,500,000. 67,500,000.
TOT TOT TOT teachers registers, MoE, MoF, 00 00 00 00
induction/orien induction/orien induction/orien capacity built Monitoring SUBEB,
tation to 500- tation to 500- tation to 500- report, TSC,CBOs/
No. teachers No. teachers No. teachers teachers NGOs,NTI,
@ N15,000.00 @ N15,000.00 @ N15,000.00 records of State Higher
each each each work Institutions-
Libraries
SUB-TOTAL 301,575,0 299,575,0 299,575,0 2,938,685,
00.00 00.00 00.00 000.00
 Policy Objective 3: IMPROVED INFRASTRUCTURE

Objective 2019 Cost 2020 Cost 2021 Cost

Specific 2019 2020 2021 Means of Responsible Total Cost
Verification (Millions (Millions (Millions
objective Activities Activities Activities Verification Agency (Millions N)
Indicators N) N) N)
Increase the 1.Carry out 1.Carry out 1.Carry out Advocacy Advocacy MoE, 500,000.00 500,000.00 500,000.00 1,500,000.0
number of advocacy advocacy advocacy meetings for reports and SUBEB, 0
classrooms, meetings with meetings with meetings with provision of commitment ANFEA &
laboratories, and stakeholders stakeholders stakeholders classrooms, statement Tertiary
workshops at on adequate on adequate on adequate laboratories, Inst,
science/science provision of provision of provision of and workshops Donor
and technical funds for funds for funds for conducted Agencies,
schools construction of construction of construction of MoEP
classrooms, classrooms, classrooms,
laboratories laboratories laboratories
and workshops and workshops and workshops
@ @ @
N500,000.00 N500,000.00 N500,000.00

2.Carry out 2. Carry out 2. Carry out Advocacy for Advocacy FMoE, 300,000.00 300,000.00 300,000.00 900,000.00
advocacy advocacy advocacy provision of reports and UBEC,
meetings with meetings with meetings with classrooms, commitment MoE,
partners and partners and partners and laboratories, statement SUBEB,
donor agencies donor agencies donor agencies and workshops ANFEA &
for for for conducted Tertiay Inst,
construction of construction of construction of Donor
classrooms, classrooms, classrooms, Agencies,
laboratories laboratories laboratories MOEP
and workshops and workshops and workshops
@ @ @
N300,000.00 N300,000.00 N300,000.00
3.Make use of 3.Make use of 3.Make use of Data used to Data report FMoE, 1,000,000. 1,000,000. 1,000,000. 3,000,000.0
authentic data authentic data authentic data aid the UBEC, 00 00 00 0
to aid the to aid the to aid the intervening MoE,
intervening intervening intervening partners SUBEB,
partners in the partners in the partners in the ANFEA &
upgrading of upgrading of upgrading of Donor
such such such Agencies,
infrastructures infrastructures infrastructures MoEP
Improve ECCDE 1.Construction 1.Construction 1Construction 160-No. Monitoring MoE, 129,000,00 215,000,00 430,000,00 774,000.000
centre across the of 10-No. of 50-No. of additional blocks of 3- Reports, SUBEB, 0.00 0.00 0.00 .00
state in three blocks of 3 blocks of 3- 100-No. classrooms Physical UBEC,
classrooms in classrooms in blocks of newly Inspection, MoF,
years
each senatorial some selected 3classrooms in constructed for contract MoEP,
zone @ public primary some selected ECCDE agreement IDPs,
N4.3each schools across public primary centres across INGOs etc
the state @ school across the state. Store ledger,
N4.3 each the state@ PVs,
N4.3 each Distribution
lists

2. Supply 2. Continuous 2. Continuous 33-No. Of 15,000,000. 20,000,000. 25,000,000. 60,000,000.

requisite supply supply ECCDE 00 00 00 00
furniture and requisite requisite centres
equipment to furniture and furniture and equipped,
the newly equipment to equipment to teachers and
constructed the newly the newly students’
11No. ECCDE constructed constructed furnitures
across the 11No. ECCDE 11No. ECCDE supplied
State @ across theState across the
N15m @ N20m State @ N25m

To Establish 1 1. Establish 1.Construct 1. Identity and 1 EMIS offices Physical MoE, 5,000,000.0 15,000,000. 0.00 20,000,000.
EMIS office in EMIS office in LEMIS office redeploy ICT at ANFEA and Inspection SUBEB, 0 00 00
ANFEA & 1 ANFEA @ in each of the3 personnel from 1 LEMIS in report ANFEA,
N5m each senatorial other MDAs each of the MoF,
LEMIS in each of
zones @5m Senatorial LGEAs,
the 3 Senatorial each Zone UNICEF,
Zone 2. To procure 2. procure 30- 2. organize 5- established. UNESCO, 9,240,000.0 9,240,000.0 25,000,000. 43,480,000.
10 Nos. of No of desktop days capacity 10-No. of ICT Faculty of 0 0 00 00
Desktop computers and building for personnel Attendance education
computers and accessories to 100 ICT redeployed register, Store COEs
accessories (3 the newly personnel, 50-No. of ledger,
printers, 3 constructed MoE, SUBEB, personnel Physical
scanners, 30 EMIS offices ANFEA & the capacity build inspection
UPS, 300 in the 3 3 senatorial 60-No. of report
Cartridges) for senatorial LEMIS offices desktop
MoE, SUBEB zones @ @25,000 per computers to
& ANFEA @ N9,240,000.00 head EMIS &
 N9,240,000.00 LEMIS offices
Reduce 1.construct 1. construct 1. construct 18-No. of Activity MoE, 108,000,00 202,500,00 270,000,00 580,500,000
congestion in 3nos additional additional 10- neighbourhood report, SUBEB, 0.00 0.00 0.00 .00
schools and neighbourhood 5nos nos schools Physical UBEC,
Promote schools at neighbourhood neighbourhood constructed inspection IDPs,
community 13.5m x 3 and schools schools and equipped report, contract NGOs, WB
schools across rehabilitate @13.5mx5 @13.5mx10 agreement, (BESDA),
the senatorial 5nos and and 30-No. Of payment IsDB (BEP).
zones to reduce community rehabilitate rehabilitate 15- community voucher
out of school schools in each 10nos nos schools
children in of 3 senatorial community community rehabilitated
difficult terrain zones @ schools across schools across
challenges. N4.5m each the 3- the 3senatorial
senatorial zones
zones @4.5mx45
@4.5mx30nos
2. construct 2. construct 2. construct 1,700,000.0 2,500,000,0 3,400,000,0 7,600,000,0
50-Blks of six additional 75- additional 100- 00.00 00.00 00.00 00.00
classrooms blks of six blks of six 225-No.
storey classrooms classrooms Blocks of 6-
buildings storey storey classrooms
across the state buildings buildings storey
@34.3m each across the state across the state buildings
@34.3m @4.3m constructed
3.renovate 150 3.renovate 3.Continuous across the state 450,000,00 600,000,00 7,500,000,0 1,800,000,0
existing additional 200 renovation of 0.00 0.00 00.00 00.00
classrooms existing 250
across the state classrooms classrooms 600-No. of
@ N3meach across the state across the state classrooms
@ N3meach @ N3m each renovated

Improve 1. Construct 1. Construct 1. Construct 33 Nos. low Physical MoE, 264,000,00 264,000,00 264,000,00 792,000,000
Teachers’ new new new cost inspection, SUBEB, 0.00 0.00 0.00 .00
/Renovation of /Renovation of /Renovation of
Welfare constructed contract MoF, CSDA
existing existing existing
houses (Low- houses (Low- houses (Low- and renovated agreement
cost type block cost type block cost type block and PVs
of 3-flats of 3- of 3-flats of 3- of 3-flats of 3-
bdrms each) bdrms each) bdrms each)
for teachers in for teachers in for teachers in
11-No schools 11-No schools 11-No schools
 across the state across the state across the state
@ N24m each. @ N24m each. @ N24m each.
Increase access 1. Establish 1.Recruit 24- 1. Recruit 3-No. of adult Attendance MoE, 75,000,000. 8,760,000.0 4,380,000.0 88,140,000.
to adult & non- Adult Literacy nos of additional 12- literacy centers register, SUBEB, 00 0 0 00
formal education Centres in qualified nos of established Physical ANFEA,
each of the 3 Adult qualified Adult inspection MoWA,
senatorial Education Education 36-No. of reports, Store MoI,
zones @ personnel personnel for Adult ledger, Scholarship
N25m each. @365,000 for the newly Education Activity Board,
the newly established personnel report, SIV, LGEAs,
established centres recruited SRV NAPEP,
centres IDPs
2. Procure 2. Procure 2. Procure Variety Traditional 10,000,000. 15,000,000. 20,000,000. 45,000,000.
required required required instructional/w and 00 00 00 00
instructional instructional instructional orking Religious
and working and working and working materials leaders
materials @ materials @ materials @ procured.
10m 15m 20m

3. Advocacy 3.Procure 3. Procure 1,500-No. of 45,000,000. 600,000.00 1,200,000.0 46,800,000.

and 5,000 radio additional radios supplied 00 0 00
sensitization sets for 1,000 sets of and distributed
visit to 150 distribution to radio for to learners
communities learners distribution to
on the @1,200each learners 150-No. of
importance of @1,200each communities
adult sensitized
education @
N300,000.00
1.Establish and 1. Establish 1.Procure 22-No. of Physical ANFEA, 165,000,00 220,000,00 111,000,00 496,000,000
construct 1 and construct 1 required Quaranic/Tsan Inspection, MoE, 0.00 0.00 0.00 .00
nos. Junior nos. Junior instructional & gaya Schools Reports, Store SUBEB,
Quar’anic Quar’anic working established ledger Traditional
Tsangaya Tsangaya materials to all and
Integrate
School for School for established Variety of Religious
Quranic/Tsangay
boys, girls & boys, girls & centres @16m materials leaders,
a Education
women across women across each procured and FOMWAN,
the 11 LGAs the 11 LGAs delivered to IDPs, PTA,
@15m each @20m each schools. SBMC,
CBOs and
NGOs
 1.Establish 1- 1. Procure 1. Renovate 2-No. of Store ledger, MoE, 450,000,00 50,000,000. 150,000,00 650,000,000
No centre in required the existing established activity report, SUBEB, 0.00 00 0.00 .00
central instructional & Special special needs monitoring Traditional
senatorial working Education education report and
zones; with materials to Centre in centers Religious
V.I.P. latrine, the newly Gombe & leaders,
admin block, established Billiri @ Variety of FOMWAN,
library, hostel, centres @ 50m N150m working IDPs, PTA,
WASH, each materials SBMC,
kitchen, supplied to CBOs and
&masonry centers NGOs
fence @450m
each 2-No.
education
centers
renovated
Improve access 2. Provide 2.Continous 2, Continuous 50,000,000. 75,000,000. 100,000,00 225,000,000
to Special Needs ramps, tools, Provide ramps, Provide ramps, 00 00 0.00 .00
Education equipment, tools, tools,
walkways, etc equipment, equipment, 33-No. of
to enhance walkways, etc walkways, etc conventional
conducive to enhance to enhance schools
environment conducive conducive enhanced to be
for inclusion environment environment conducive for
for pupils with for inclusion for inclusion inclusion of
special needs for pupils with for pupils with pupils with
in 11 special needs special needs special needs
conventional in 11 in 11
schools @50m conventional conventional
schools @75m schools
@100m
To provide 1 1.Establish/Co 1.Continuousl 1. 9-No.Blks of Monitoring MoE, 27,000,000. 30,000,000. 33,000,000. 90,000,000.
block of 2 nstruct 1-blk y Continuously 2-classrooms report, SUBEB, 00 00 00 00
classrooms and of 2-clssrms establish/const establish/const constructed for Attendance MAH &
provision of for each ruct 1-blk of 2- ruct 1-blk of 2- nomadic register, Store NA, MoF
instructional nomadic clssrms for clssrms for schools ledger
materials for school in the 3 each nomadic each nomadic BOQ, PVs
Nomadic senatorial school in the 3 school in the 3 Variety of
Education in zones @9m senatorial senatorial working
each of the zones @10m zones @11m materials
Senatorial Zone 2. Procure 2. Advocacy 2. Procure procured and 10,000,000. 5,500,000.0 15,000,000. 30,500,000.
 required and required delivered to 0.00 0.00 0.00 0.00
instructional sensitization to instructional nomadic
and working the nomadic and working schools
materials for 4 communities materials for 5 9-No. of
No. nomadic each across the No. nomadic schools
schools @10m 11-LGAs schools @15m supplied with
@500,000 materials
Improving 1.Renovate 3 1.Continuous 1. Renovate 12-No. of Monitoring MoE, 450,000,00 450,000,00 900,000,00 1,800,000,0
boarding schools boarding renovation of 3 additional 6- boarding report, contract SUBEB, 0.00 0.00 0.00 00.00
across the state. schools across additional nos of existing schools agreement, MoF,
the 3 senatorial existing boarding renovated PVs LGEAs,
zones @ 150m boarding schools across IDPs
each schools across the 3 senatorial
the 3 senatorial zones @150m
zones @150m
2. Provide 500 2. Provide 2.Continuous 2,100-No. of Store ledger, MoE, 75,000,000. 90,000,000. 150,000,00 315,000,000
double bunk additional 600 procurement double-bunk Monitoring SUBEB, 00 00 0.00 .00
beds and 1,000 double bunk of 1,000 beds and 4,200 report, PVs, MoI,
mattresses in beds and1,200 double bunk mattresses contract LGEAs,
the each of 3 mattresses in beds & 2,000 supplied to agreement, IDPs
boarding the 3 boarding mattresses to schools SRV, SIV and
schools @ N50,000.00 the boarding physical
renovated @ each schools @ inspection
N50,000.00 N50,000.00
each . each
3. Provide 3. Provide 3. Provide 9-No. of Physical MoE, 75,000,000. 100,000,00 125,000,00 300,000,000
toilet facilities, toilet facilities, toilet facilities, boarding Inspection SUBEB, 00 0.00 0.00 .00
kitchen, dining kitchen, dining kitchen, dining schools Reports, Store MoI,
hall, WASH, hall, WASH, hall, WASH, provided with Ledger LGEAs,
borehole, to borehole, to borehole, to toilet, kitchen, IDPs
the 3 boarding the 3 boarding the 3 boarding dining hall
schools schools schools facilities
renovated renovated renovated
across the 3 across the 3 across the 3
senatorial senatorial senatorial
zones@75m zones@100m zones@125m
2,404,040, 4,866,900, 13,510,38 14,957,320
000.00 000.00 0,000.00 ,000.00
 Policy Objective 4: IMPROVE MANAGEMENT AND EFFICIENCY

Specific 2019 2020 2021 Objective Means of Responsible 2019 Cost 2020 Cost 2021 Cost Total Cost
objective Activities Activities Activities Verification Verification Agency (Millions (Millions (Millions (Millions N)
Indicators N) N) N)
Enhance state of 1. A 3-days’ 1. A 3-days’ 1. A 3-days’ 120-No. Of Attendance MoE, 1,660,000.0 1,660,000.0 1,660,000.0 4,980,000.0
Capacity Capacity Capacity EMIS personnel register, SUBEB, 0 0 0 0
EMIS and
building in building in building in that partake in Activity report LGEAs and
improve data record keeping record keeping record capacity and pictures UNICEF
and data and data keeping and building in
management to
management management data record keeping
generate timely for 40 EMIS for 40 EMIS management and data
personnel from personnel from for 40 EMIS management
and reliable data.
MoE, SUBEB MoE, SUBEB personnel
and LGEAs @ and LGEAs @ from MoE,
N10,000.00 N10,000.00 SUBEB and
per head per per head per LGEAs @
day and 4 day and 4 N10,000.00
Resource Resource per head per
Persons @ Persons @ day and 4
N115,000.00 N115,000.00 Resource
Persons @
N115,000.00
2. Introduce 2. Release 2. Release Variety of ICT Activity MoE, 184,072,01 184,072,01 184,072,01 552,216,048
budgetary budgetary budgetary gadgets report, Store SUBEB, 6.00 6.00 6.00 .00
allocation of allocation of allocation of procured ledger, LGEAs and
1% of 1% of 1% of inventry and UNICEF
education sub- education sub- education stock-taking
sector budget sector budget sub-sector
for EMIS and for EMIS and budget for
other relevant other relevant EMIS and
units to units to other relevant
procure ICT procure ICT units to
gadgets, gadgets, procure ICT
maintain maintain gadgets,
subscriptions subscriptions maintain
and general and general subscriptions
operations operations and general
operations
3. Ensure strict 3. Ensure strict 3. Ensure EMIS policy Activity report MoE, 0.00 0.00 0.00 0.00
adherence to adherence to strict implemented SUBEB,
implementatio implementatio adherence to LGEAs and
n of EMIS n of EMIS implementati UNICEF
Policy. Policy. on of EMIS
Policy.
4. High level 4. High level 4. High level Ministries, Activity report MoE, 0.00 0.00 0.00 0.00
synergy & synergy & synergy & Departments, SUBEB,
coordination coordination coordination Agencies and LGEAs and
amongst amongst amongst Tertiary UNICEF
Ministries, Ministries, Ministries, Institutions with
Departments, Departments, Departments, high level
Agencies and Agencies and Agencies and synergy &
Tertiary Tertiary Tertiary coordination
Institutions Institutions Institutions

5. 5. Equipping 5. Internet 5. 13 No. of M& E reports, MoE, 106,800,00 18,325,000. 19,500,000. 142,325,000
Construction 13 EMIS connectivity EMIS houses attendance SUBEB, 0.00 00 00 .00
and furnishing houses and 3 and annual constructed, register and ANFEA,
of 13 EMIS days capacity subscription furnished, pictures LGEAs and
houses and building of 65 for the 13 equipped and MDAs
identify and EMIS staff EMIS houses 65 EMIS staff
redeploy 65 capacities built
relevant staff
from MDAs
6. Organize 3- 6. Organize 60-No. EMIS Training MoE, 1,350,000.0 1,350,000.0 2,700,000.0
days’ capacity 3-days’ Personnel report, SUBEB, and 0 0 0
building for capacity trained Attendance UNICEF
personnel from building for register and
MoE, SUBEB 30 personnel pictures
@ N15,000,00 from MoE,
per head SUBEB @
N15,000,00
per head
 7. To procure 7. To procure 7. Provide for 7. 13 No. Activity MoE, 9,262,500.0 6,712,500.0 3,812,500.0 19,787,500.
accessories 13-No. servers subscription servers, report, Store SUBEB, 0 0 0 00
(scanners, for MoHE, and accessories, ledger, LGEAs and
phocopiers, ANFEA & 11- maintenance subscription inventory and UNICEF
stationeries, LEMISs, and of 4 EMIS procured and stock-taking
cartridges, cartridges and and 11 maintenance of
e.t.c.) for 4 stationeries for LEMIS EMIS and
EMIS and 11 4 EMIS and 11 machines and LEMIS
LEMIS houses LEMIS houses equipment machines
annually the provided
sum of N1m
and cartridges
and
stationeries
for 4 EMIS
and 11
LEMIS
houses

Increase 1. Conduct 1. Provision of 1. Provision 1. 50-No. of Activity Office of 500,000.00 3,750,000.0 3,750,000.0 8,000,000.0
effectiveness of advocacy to 25 Nos. of 25 Nos. laptops report, Store HOCS, 0 0 0
policy the policy laptops laptops computer ledger, MoF, MoE
acceptance, makers (MoE, provided for inventory, and MoHE.
computers for computers for
implementation, MoF, GSHA, MoE, SUBEB stock-taking
monitoring and SUBEB, MoE, SUBEB MoE, and ANFEA and pictures
evaluation of MLG, and ANFEA SUBEB and officers
programmes and ANFEA, 11- officers @ ANFEA
projects by SIC LGAs) @ N150,000.00 officers @ 2. Advocacy
N500,000.00 each. N150,000.00 visits to policy
each. makers
2. Develop 2. Develop 2. Develop 225No. of Attendance Office of 3,375,000.0 3,375,000.0 3,375,000.0 10,125,000.
capacity (3- capacity (3- capacity (3- QAOs that register, HOCS, 0 0 0 00
days) of 75 days) of 75 days) of 75 partake in Activity report MoF, MoE,
QAOs from QAOs from QAOs from capacity and pictures MoHE,
MoE, SUBEB MoE, SUBEB MoE, building Tertiary
& ANFEA @ & ANFEA @ SUBEB & Inst, NGOs,
N15,000.00 N15,000.00 ANFEA @ IDPs etc.
per head. per head. N15,000.00
per head.
 3. Ensure 3. Provide 3. Provide M&E Monitoring MoHE, 0.00 1,500,000.0 1,500,000.0 3,000,000.0
proper logistics for logistics for conducted report MoE, 0 0 0
utilization of M&E @ M&E @ SUBEB,
LGEAs, and
monitoring N1.5m N1.5m
ANFEA
and evaluation
tools
4. Provision of 4. Provision of 4. Provision 150-No. of Activity MoHE, 7,500,000. 7,500,000. 7,500,000. 22,500,000.
50 Nos. 50 Nos. of 50 Nos. laptop report, Store MoE, 00 00 00 00
laptops laptops laptops computers ledger, SUBEB,
computers for computers for computers for provided for inventory, LGEAs and
MoE, SUBEB MoE, SUBEB MoE, MoE, SUBEB stock-taking ANFEA
and ANFEA and ANFEA SUBEB and and ANFEA and pictures
officers officers ANFEA officers
officers

5. Establish a - - 25-man S.I.C. List of MoHE, 0.00 0.00 0.00 0.00

25-man Sector for Policy committee MoE,
Plan Promotion and members SUBEB,
Implementatio M&E LEAs,
n Committee established. ANFEA,
(SPIC) made MoF,
up of MoEP,
education MoWA,
stakeholders WASH,
for effective SBMC, PTA
Policy and IDPs
promotion,
monitoring &
evaluation of
programmes &
projects
 6. 3-days 5. 3-days 5. 3-days 6.150-No. Training MoE, 1,500,000.0 1,500,000.0 1,500,000.. 4,500,000.0
Capacity Capacity Capacity M&E personnel reports, SUBEB, and 0 0 00 0
building of building of building of trained in 6-No. attendance ANFEA,
25No. M&E 25No. M&E 25No. M&E Capacity register and
personnel personnel personnel building pictures
twice annually twice annually twice trainings.
@ N15,000.00 @ N15,000.00 annually @
per head per per head per N15,000.00
training. training. per head per
training.
Develop 1. Provide Plan developed Training MoE, 12,000,000. 0.00 0.00 12,000,000.
coherent policy funding for reports, SUBEB, 00 00
and action plan development attendance ANFEA,
for clear strategic of the action register and MoF,
direction. plan @ N12m pictures UNICEF,
and IDPs
2. Develop Comprehensive Training MoE, 0.00 0.00 0.00 0.00
comprehensive operational plan reports, SUBEB,
operational developed attendance ANFEA,
plan register and MoF,
pictures UNICEF,
and IDPs
3. Develop Comprehensive Training MoE, 0.00 0.00 0.00 0.00
comprehensive sector plan reports, SUBEB,
sector plan developed. attendance ANFEA,
register and MoF,
pictures UNICEF,
and IDPs
4. 3-days’ 1. 3-days’ 1. 3-days’ 3-No trainings Training MoE, 2,250,000.0 2,250,000.0 2,250,000.0 6,750,000.0
Capacity Capacity Capacity for 50-No. reports, SUBEB, 0 0 0 0
Building of 5- Building of 5- Building of 5- education attendance ANFEA,
No. members No. members No. members stakeholders register and MoF and
of each of each of each (participants) pictures IDPs
stakeholder in stakeholder in stakeholder in provided
education education education annually carried
annually. annually. annually. out @
(MoE, (MoE, (MoE, N15,000.00 per
SUBEB, SUBEB, SUBEB, head.
ANFEA, ANFEA, ANFEA,
SBMC, PTA, SBMC, PTA, SBMC, PTA,
 MoF, MoEP, MoF, MoEP, MoF, MoEP,
MoWA, MoWA, MoWA,
NGOs, NGOs, NGOs,
WASH) @ WASH) @ WASH) @
N15,000.00 N15,000.00 N15,000.00
per head per per head. per head.
day.
5. Constitute Sector plan List of MoF, GSHA 0.00 0.00 0.00 0.00
Sector Plan Implementation committee and MoEP
Implementatio committee members
n Committee. constituted
6. Regular 2. Regular 2. Regular M&E Monitoring MoF, MoE, 3,000,000.0 3,000,000.0 3,000,000.0 9,000,000.0
monitoring monitoring monitoring conducted and Evaluation GSHA and 0. 0. 0. 0
and evaluation and evaluation and report MoEP
@ @ evaluation @
N3,000,000.00 N3,000,000.00 N3,000,000.0
annually. annually. 0 annually.
7. Provide 3. Provide 3. Provide Quarterly report Activity/Monit MoF, MoE, 200,000.00 200,000.00 200,000.00 600,000.00
Quarterly Quarterly Quarterly on budget oring report GSHA and
report on report on report on tracking MoEP
Budget Budget Budget conducted and
tracking from tracking from tracking from presented
policy plan, to policy plan, to policy plan,
implementatio implementatio to
n presented to n presented to implementati
the MoF. the MoF. on presented
to the MoF..
Enhance the 1. Conduct 1. Conduct 1. Conduct Advocacy visits Advocacy MoE, MoF, 300,000.00 300,000.00 300,000.00 900,000.00
implementation advocacy/sensi advocacy/sensi advocacy/sen to policy visits report MoEP,
of Nomadic tization tization sitization makers on full and pictures SUBEB and
Education Policy meeting with meeting with meeting with implementation ANFEA
in the State. key policy key policy key policy conducted
makers on full makers on full makers on
implementatio implementatio full
n of the system n of the system implementati
@ @ on of the
N300,000.00 N300,000.00 system @
N300,000.00
2. Sensitize the 2. Sensitize the 2. Sensitize Sensitization to Sensitization MoE, MoF, 500,000.00 500,000.00 500,000.00 1,500,000.0
Nomads across Nomads across the Nomads Nomads to visits report MoEP, 0
the 11-LGAs the 11-LGAs across the 11- accept Nomadic and pictures SUBEB and
to accept to accept LGAs to Education ANFEA
Nomadic Nomadic accept System
Education Education Nomadic conducted
System System Education
@N500,000.0 @N500,000.0 System
0 0 @N500,000.0
0
3. Establish State Nomadic Monitoring MoE, MoF, 1,000,000. 0.00 0.00 1,000,000.0
State Nomadic Education report and MoEP, 00 0
Education Board picture SUBEB and
Board established ANFEA

4. Establish 1- 4. Establish 1- 4. Establish 12-No. Monitoring MoE, MoF, 29,100,000. 29,100,000. 58,200,000. 116,400,000
No. additional No. additional 2-No. Nomadic report and MoEP, 00 00 00 .00
Nomadic Nomadic additional Schools pictures SUBEB and
School in the School in the Nomadic established ANFEA
3-Senatorial 3-Senatorial Schools in the
zones @ zones @ 3-Senatorial
N9.7m each N9.7m each zones @
N9.7m each.
5. Provide 5. Provide 5. Provide 90-No. Of Activity MoE, MoF, 1,095,000.0 1,095,000.0 1,095,000.0 3,285,000.0
N36,500.00 N36,500.00 N36,500.00 nomadic report, MoEP, 0 0 0 0
each to 30-No. each to 30-No. each to 30- education Monitoring SUBEB and
nomadic nomadic No. nomadic personnels report ANFEA
education education education given 10% of
personnel as personnel as personnel as basic salary
motivation and motivation and motivation
incentive incentive and incentive
package package package
SUB-TOTAL 361,114,5 263,189,5 289,064,5 921,568,54
16.00 16.00 16.00 8.00
 Policy Objective 5: IMPROVED RESOURCING

Objective 2019 Cost 2020 Cost 2021 Cost

Specific 2019 2020 2021 Means of Responsible Total Cost
Verification (Millions (Millions (Millions
objective Activities Activities Activities Verification Agency (Millions N)
Indicators N) N) N)
Increase state 1. Introduce 1. Introduce 1. Introduce Unit cost as PVs, Vouchers MoE, MoF, 0.00 0.00 0.00 0.00
budgetary the use of unit the use of unit the use of basis for & Report MoEP,
allocation to cost as a basis cost as a basis unit cost as a budgetary SUBEB and
education from for budgetary for budgetary basis for allocation ANFEA
4.5% to 26% allocation to allocation to budgetary introduced
the various the various allocation to
levels of levels of the various
education. education. levels of
education.
2. Liaise with 2. Liaise with 2. Liaise with 5- Private Monitoring MoE, MoF, 0.00 0.00 0.00 0.00
organized organized organized sectors that will Report MoEP,
private sector private sector private sector contribute in the SUBEB and
to contribute in to contribute in to contribute development of ANFEA
the the in the education
development development development provided
of education of education of education
Improve 1. Carry out 1. Carry out 1. Carry out Targeted Advocacy MoE, MoF, 200,000.00 200,000.00 200,000.00 600,000.00
resources to advocacy advocacy advocacy stakeholders report, MoEP,
education meeting with meeting with meeting with advocate on attendance list SUBEB and
through relevant relevant relevant adequate and pictures ANFEA
partnership stakeholders stakeholders stakeholders release of funds
activities. for timely for timely for timely to education
release of fund release of fund release of sector
to education to education fund to
sector @ sector @ education
N200,000.00 N200,000.00 sector @
N200,000.00
2. Conduct 2. Conduct 2. Conduct Advocacy List of private MoE, MoF, 200,000.00 200,000.00 200,000.00 600,000.00
advocacy advocacy advocacy meetings for sector donors MoEP,
meeting with meeting with meeting with private sectors report SUBEB and
private private private involvement in ANFEA
organizations organizations organizations funding
for private for private for private education in
involvement in involvement in involvement placed
funding funding in funding
education education education
Regular and 1. Establish a 1. Establish a 1. Establish a Robust Monitoring MoE, MoF, 0.00 0.00 0.00 0.00
effective robust robust robust monitoring report MoEP,
monitoring of monitoring monitoring monitoring system SUBEB and
budgetary system system system established ANFEA
implementation.
2. Provide 2. Provide 2. Provide Logistics for Activity report MoE, MoF, 5,000,000.0 5,000,000.0 5,000,000.0 15,000,000.
relevant relevant relevant M&E provided MoEP, 0 0 0 00
logistics for logistics for logistics for SUBEB and
budget M&E budget M&E budget M&E ANFEA
@ N5m @ N5m @ N5m

Enhance the 1. Conduct 1. Conduct 1. Conduct 12-No. of joint Monitoring MoE, MoF, 1,200,000.0 1,200,000.0 1,200,000.0 3,600,000.0
involvement of quarterly joint quarterly joint quarterly meetings with report MoEP, 0 0 0 0
relevant meetings with meetings with joint relevant SUBEB and
stakeholders in relevant relevant meetings with stakeholders ANFEA
the budgeting stakeholders stakeholders relevant held
process e.g. @ @ stakeholders
CBOs, SBMCs, N300,000.00 N300,000.00 @
PTAs, School per quarter per quarter N300,000.00
Administrators per quarter
etc. 2. Liaise with 2. Liaise with 2. Liaise with Financial Financial and MoE, MoF, 0.00 0.00 0.00 0.00
financial financial financial institutions monitoring MoEP,
institutions to institutions to institutions to liaised with to reports SUBEB and
support support support support ANFEA
education education education education in
placed
Effective 1. Ensure 1. Ensure 1. Ensure 18-No. of Supervision MoE, MoF, 1,500,000.0 1,500,000.0 1,500,000.0 4,500,000.0
utilization of effective effective effective Project report and MoEP, 0 0 0 0
external funds supervision of supervision of supervision of Supervision pictures SUBEB and
and assistance projects @ projects @ projects @ Visits carried ANFEA
N1.5m N1.5m N1.5m out.
Block wastages 1. Improve 1. Improve 1. Improve Number of Monitoring and MoE, MoF, 500,000.00 500,000.00 500,000.00 1,500,000.0
and leakages of monitoring and monitoring and monitoring projects evaluation and MoEP, 0
meagre finances evaluation of evaluation of and evaluation monitored and audit reports SUBEB and
projects in the projects in the of projects in evaluated ANFEA
sector @ sector @ the sector @
N500,000.00 N500,000.00 N500,000.00
SUB-TOTAL 8,600,000. 8,600,000. 8,600,000. 25,800,000
00 00 00 .00
 SUMMARY

2019 Cost (Millions 2020 Cost (Millions 2021 Cost (Millions

Policy objective Total Cost (Millions N)
N) N) N)

ACCESS AND EQUITY 752,498,000.00 919,825,000.00 1,369,788,000.00 3,042,111,000.00

QUALITY AND RELEVANCE 301,575,000.00 299,575,000.00 299,575,000.00 2,938,685,000.00

INFRASTRUCTURE 2,404,040,000.00 4,866,900,000.00 13,510,380,000.00 14,957,320,000.00

MANAGEMENT AND
EFFICIENCY 361,114,516.00 263,189,516.00 289,064,516.00 921,568,548.00

RESOURCING 8,600,000.00 8,600,000.00 8,600,000.00 25,800,000.00

TOTAL 3,827,827,516.00 6,358,089,516.00 15,477,407,516.00 21,885,484,548.00

THEMATIC AREA – 1: ACCESS AND EQUITY

POLICY OBJECTIVE: Improve access and equity to address out-of-school children, gender and proportional distribution of schools.

2019 No. of 2020 No. of 2021 No. of

Specific Objective
Activities Activities Activities
1 Increasing ECCDE enrolment by 30%, from 11.4% to 41.4% in 3-years. 7 7 7

2 Reduce number of 500,000 Out of school children of school age by 20% in the 12 10 9
State.
3 Improve gender parity by increasing girl child enrolment by 5% in 3-years from 9 8 8
45%:55% to 50%:50%.
4 Increase Access to Adult and Non formal Education by 15% annually from 5% 8 6 5
to 20%.
5 Improve access to Special Needs Education through increasing enrolment by 4 3 3
5%, from 1.5% to 6.5% in 3-years.
Total 40 34 32
THEMATIC AREA – 2: QUALITY AND RELEVANCE

POLICY OBJECTIVE: Improved quality of curriculum delivery, literacy, numeracy and teaching & learning conditions.

2019 No. of 2020 No. of 2021 No. of

Specific Objective
SN Activities Activities Activities
1 Provide adequate teaching/learning facilities and materials at all levels of 3 2 2
education:
2 3 3 3
Provide effective supervision, monitoring and evaluation.
3 5 5 5
Ensure effective communication among both teachers and students
4 3 3 3
Develop Teachers’ skills in modern teaching techniques

3 3 3
Ensure maximum teacher utilization
5

6 2 2 2
Strengthen teacher support system for improved efficiency
7 Increase the percentage of qualified teachers in all levels of education (ECCDE, 2 2 2
Primary, JSS, SSS, NFE, Nomadic, Special Education and Higher Education.
TOTAL 21 20 20
THEMATIC AREA – 3: INFRASTRUCTURAL DEVELOPMENT

POLICY OBJECTIVE: Improved quality & quantity of infrastructural facilities.

2019 No. of 2020 No. of 2021 No. of

Specific Objective
SN Activities Activities Activities
1 3 3 3
Sufficient number of classrooms, laboratories, workshops etc.
2 Improve ECCDE centre across the state from 51 to 151, in three years 2 2 2

3 Establishment of EMIS office in MoE, ANFEA & LEMIS office in each of the 2 2 2
3 Senatorial zones
4 Establish neighborhood schools and promote/rehabilitate community schools
3 3 3
across the senatorial zones to reduce out of school children congestion of
classroom and different terrain challenges.
5 1 1 1
Improve Teachers’ Welfare
6 3 3 3
Access to Adult & Non-Formal Education
7 1 1 1
Integrated Qur’anic/Tsangaya Education
8 2 2 2
Improve access to Special Needs Education
9 2 2 2
Full implementation of Nomadic Education
10 3 3 3
Improving Boarding Schools across the State
TOTAL 22 22 22
THEMATIC AREA - 4: MANAGEMENT & EFFICIENCY

POLICY OBJECTIVE: Improved policy and planning processes for effective governance and administrative structure in the education sector.

2019 No. of 2020 No. of 2021 No. of

SN Specific Objective
Activities Activities Activities
1 Enhance state of EMIS and improved data management to generate timely and 6 7 7
reliable data.
2 Increase effectiveness of policy acceptance, implementation, monitoring and 6 5 5
evaluation of programmes and projects.
3 7 3 3
Develop coherent policy and action plan for clear strategic direction.
4 5 4 4
Fully implement Nomadic Education Policy in the State.
TOTAL 24 19 19
THEMATIC AREA - 5: RESOURCING

POLICY OBJECTIVE: Improve funding of education sector programmes and projects

2019 No. of 2020 No. of 2021 No. of

SN Specific Objective
Activities Activities Activities
1 2 2 2
Improve State Budgetary allocation to education to 25%
2 2 2 2
Improve resources to education through partnership activities.
3 2 2 2
Regular and effective monitoring of budgetary implementation.
4 Involvement of relevant stakeholders in the budgeting process e.g. CBOs, 2 2 2
SBMCs, PTAs, School Administrators etc.
5 1 1 1
Effective utilization of external funds and assistance
6 1 1 1
Block wastages and leakages of meager finances
TOTAL 10 10 10