Lagos State launches bold reforms in school monitoring to revolutionise education. Can these reforms transform Nigeria’s academic performance?
IKEJA, Lagos State — In a decisive move to enhance the quality of education in Lagos State, the Commissioner for Basic and Secondary Education, Mr. Jamiu Tolani Alli-Balogun, has mandated evaluators from the Office of Education Quality Assurance (OEQA) to intensify their monitoring of schools below the tertiary level.
This directive, conveyed by the Coordinating Director of OEQA, Mr. Remi Abdul, underscores the state’s commitment to addressing persistent challenges in its educational sector.
This report delves into the nuances of this directive, examining its potential impact, the underlying issues it seeks to address, and the broader context of educational reforms in Lagos State.
The Directive: A Closer Look
Mr. Remi Abdul, during a recent management meeting at Alausa, Ikeja, emphasised the necessity for rigorous and fearless monitoring of schools across the state. He highlighted the critical role of evaluators in ensuring that both teachers and students adhere to punctuality and regular attendance, while also effectively communicating government directives to educational institutions.
Abdul expressed concerns over the disparity between the government’s substantial investments in education and the actual outcomes achieved. He stated:
“Despite significant government investment in education, desired results have not been achieved. The narrative has to change; we have to do a lot to change and improve the situation on our part, particularly the performance of learners in external examinations.”
To bridge this gap, the Commissioner has introduced several initiatives aimed at bolstering student performance, particularly in the West African Senior School Certificate Examination (WASSCE). These initiatives include:
Compulsory Early Morning and Afternoon Lessons: Evaluators are tasked with monitoring the implementation of these sessions, with visits scheduled during school resumption and every Thursday for afternoon lessons.
Saturday Intervention Classes: Designed to provide additional academic support, these classes are part of the strategic efforts to enhance student preparedness for external examinations.
Abdul further stressed the importance of attendance in achieving desired learning outcomes, stating:
“Any learner that does not participate in the intervention class will not be registered for WASSCE.” He also called for increased accountability among teachers, urging that they “should be alive to their responsibilities and show commitment.”
Bridging the Gap Between Investment and Outcomes
The Lagos State government’s substantial investments in education have been well-documented. However, the return on these investments, particularly in terms of student performance in external examinations like the WASSCE, has not met expectations. This discrepancy raises critical questions about the efficacy of current educational strategies and the factors contributing to suboptimal outcomes.
One significant initiative aimed at transforming the educational landscape is the EKO Excellence in Child Education and Learning (EKOEXCEL) programme. Launched in 2019 by Governor Babajide Sanwo-Olu, EKOEXCEL aims to elevate the standard of learning in public primary schools, aligning the state’s educational outcomes with those of more developed, higher-income countries.
An evaluation of EKOEXCEL revealed substantial learning gains, particularly in reducing “learning deprivation,” which refers to the proportion of children falling below the minimum proficiency level. In just 80 instructional weeks, EKOEXCEL schools reduced learning deprivation from 94.7% to 58.5%, marking a significant improvement in foundational literacy and numeracy skills.
Despite these gains, challenges persist, particularly at the secondary school level. The recent directive by the Commissioner seeks to address these challenges by ensuring that the foundational improvements achieved through programmes like EKOEXCEL are sustained and built upon as students progress through higher levels of education.
The Role of Evaluators: Ensuring Accountability and Quality
Evaluators from the OEQA play a pivotal role in the successful implementation of the Commissioner’s directive. Their responsibilities extend beyond mere oversight; they are instrumental in fostering a culture of accountability and excellence within schools. By conducting regular visits and assessments, evaluators ensure that:
Teachers adhere to scheduled lesson plans and maintain high teaching standards.
Students attend classes regularly and engage actively in learning activities.
School administrations implement government directives effectively and address any identified shortcomings promptly.
The emphasis on fearless and unbiased monitoring is crucial. Evaluators must navigate potential resistance and challenges, maintaining objectivity and integrity in their assessments. Their feedback serves as a critical tool for continuous improvement, enabling the government to make data-driven decisions and tailor interventions to specific needs.
Beyond Academics: Holistic Development Initiatives
Recognising that education extends beyond academic achievement, the Commissioner’s directive also encompasses initiatives aimed at promoting holistic development:
Physical Health Education (PHE) and Sporting Activities: School principals are encouraged to support PHE programmes and organise inter-house sports competitions. These activities are essential for fostering physical fitness, teamwork, and discipline among students.
Agricultural Initiatives: Schools with suitable land are encouraged to adopt agricultural programmes, aligning with the First Lady of Lagos State, Dr. (Mrs.) Claudiana Ibijoke Sanwo-Olu’s initiative. This not only provides practical agricultural skills but also promotes self-sufficiency and an appreciation for sustainable practices.
Safeguarding and Child Protection Policies: The adoption of the State Safeguarding and Child Protection policy is mandated, ensuring that schools provide a safe and supportive environment for all learners.
Community and Private Sector Engagement: The directive encourages active participation from old students’ associations, community members, and private sector stakeholders in supporting schools. Such collaborations can provide additional resources, mentorship opportunities, and real-world connections that enrich the educational experience.
Critical Perspectives: Potential Challenges and Considerations
While the Commissioner’s directive is comprehensive and well-intentioned, its successful implementation hinges on addressing several potential challenges:
Resource Constraints: Implementing additional lessons and intervention classes requires resources—both human and material. Ensuring that schools are adequately staffed and equipped to handle these extra sessions is imperative.
Teacher Workload and Morale: Mandating additional classes may inadvertently increase teachers’ workload, potentially affecting their morale and effectiveness. It is essential to provide adequate support, incentives, and professional development opportunities to help teachers adapt to these changes.
Student Engagement: Extended school hours and compulsory intervention classes may lead to student fatigue and disengagement if not managed carefully. Incorporating interactive and student-centered teaching methods can help maintain enthusiasm and participation.
Monitoring and Evaluation Mechanisms: The effectiveness of evaluators depends on robust monitoring and evaluation frameworks. Continuous training, clear guidelines, and accountability measures are necessary to ensure that evaluators perform their duties effectively and ethically.
The Road Ahead
The directive issued by the Lagos State Commissioner for Basic and Secondary Education represents a proactive and multifaceted approach to addressing longstanding challenges in the state’s educational sector.
By focusing on rigorous monitoring, accountability, and holistic development, the government aims to bridge the gap between investment and outcomes, ensuring that students receive a quality education that prepares them for future success.
However, the path to achieving these goals is fraught with challenges that require thoughtful consideration and collaborative efforts. Stakeholders—including educators, students, parents, and the community at large—must work in unison to navigate these challenges, fostering an educational environment that is equitable, effective, and responsive to the needs of all learners.
Sustaining Momentum and Charting the Way Forward
Lagos State’s intensified drive to monitor schools reflects a larger, long-overdue reckoning with the systemic inefficiencies that have plagued Nigeria’s educational sector for decades. Beyond ensuring compliance with early morning and after-school lessons, the government’s mandate recognises the broader need for structural and policy reform.
This bold initiative is not just about meeting examination benchmarks—it is a pivotal step toward transforming education into a robust foundation for the state’s socio-economic future.
Still, the path is fraught with potential pitfalls. Success depends on how well the government can harmonise its ambitious goals with pragmatic solutions addressing operational, infrastructural, and financial constraints.
Lagos must ensure that this directive does not become a top-heavy exercise in bureaucracy but evolves into a genuinely transformative strategy that empowers educators and inspires students.
The role of collaboration cannot be understated. Encouraging private sector participation, leveraging old students’ associations, and fostering community engagement will provide invaluable support in addressing resource gaps and ensuring accountability.
Moreover, effective communication of the initiative’s benefits is essential to gaining the buy-in of educators, parents, and students alike.
Education as the Cornerstone of Lagos State’s Future
The stakes have never been higher for Lagos. As Nigeria’s economic and cultural hub, the state’s success depends on an educated and skilled workforce capable of driving innovation and development. The Commissioner’s directive is, therefore, not merely an administrative mandate—it is a clarion call for collective action to redefine the future of education in Lagos State.
Will these reforms serve as a template for other states, or will they falter under the weight of entrenched systemic challenges? The coming months will reveal whether Lagos can rise to this historic occasion. Regardless, the spotlight is firmly on the state’s leadership, its educators, and its young learners. The time to act decisively is now.
Additional report by Taiwo Adebowale and Peter Jene
Atlantic Post Senior Business and National Correspondents, respectively.
