This report evaluates the N-Power Teach Scheme to ascertain how it has addressed the shortage of teachers. It started by providing an overview of the socioeconomic and education context surrounding the conception of the scheme. It went further to critically discuss the problem of shortage of teachers at the basic education level and then, presented the N-Power Teach Scheme.
In 2015, the current Nigerian government introduced N-Power Teach Scheme, a contract teaching scheme under the social investment programme of the administration. Two contextual aspects underpinned the introduction of the programme—first, the high PTR at the basic education level caused by the shortage of teachers. Second, the youth unemployment rate which has increased social vices in the country. Hence, the N-Power Teach scheme was designed as a two-year paid volunteering programme to hire unemployed youths as teacher assistants in schools to address the shortage of teachers and to improve the economic status of young people in the country.
Table of Contents
1.0 Introduction
2.0 Background
2.1 Socioeconomic Context
2.2 Education Context
3.0 Education Planning Problem – Shortage of Teachers at Basic Education Level
4.0 N-Power Teach Scheme in Nigeria
5.0 Evaluation of the N-Power Teach Scheme
5.1 Applying the Theory of Change in the Evaluation of N-Power Teach Scheme
5.2 Assessing the N-Power Teach Scheme through OECD DAC Evaluation Criteria
6.0 Conclusion and Recommendations
Objectives and Research Scope
This report critically evaluates the N-Power Teach scheme in Nigeria to determine its effectiveness in addressing the chronic shortage of teachers at the basic education level, while examining the alignment of its design with educational goals.
- Analysis of the socioeconomic and educational context in Nigeria underpinning the N-Power Teach initiative.
- Evaluation of the recruitment and deployment methodology regarding teacher quality and school needs.
- Application of the Theory of Change (ToC) framework to identify underlying assumptions and causal impacts.
- Assessment of the scheme's performance based on OECD DAC evaluation criteria (relevance, coherence, effectiveness).
Excerpt from the Book
5.1 Applying The Theory of Change in the Evaluation of N-Power Teach Scheme
The theory of change (ToC) tells the story of what success of any development programme should look like and provides a guide to the design, implementation, and evaluation (Keystone, 2009). In other words, it is a plan for impact that paints the picture of the desired future (end) and the process and evaluative indicators of how to get there (means) from the present state. The ToC can be applied in an intervention for different purposes – it could be used during the planning or design phase, during the implementation phase, or during evaluation (Mayne and Johnson, 2015). Generally, a ToC is made up of causal pathways or impact pathways as referred to by Mayne (2015) and causal assumptions. Causal assumptions are the necessary conditions that need to exist for planned changes to happen (Stein and Valters, 2012) while the causal or impact pathway is like a ‘sequence of steps’ that shows a connection between planned activities and impact’ (Mayne, 2015:121). Therefore, it could be said that a ToC is not complete without causal assumptions. They are like support factors that need to be in place for intervention activities to bring about a change. However, they are only assumptions and when not thoroughly researched, can lead to negative consequences for any intervention as Keystone (2009) points out that a participatory process informed by research is crucial when developing a ToC. Although a ToC describes how a series of activities could lead to the desired change, it is not static as adjustments could be made during implementation (Davies, 2012).
Summary of Chapters
1.0 Introduction: Introduces the commitment to SDG 4 in Nigeria and identifies the critical problem of high Pupil-Teacher Ratios (PTR) that necessitated contract teaching interventions.
2.0 Background: Provides an overview of Nigeria's socioeconomic challenges and the evolution of the Universal Basic Education (UBE) system.
3.0 Education Planning Problem – Shortage of Teachers at Basic Education Level: Discusses the demand and supply-side factors causing teacher shortages and the risks associated with employing unqualified staff.
4.0 N-Power Teach Scheme in Nigeria: Details the structure of the N-Power Teach scheme, including its recruitment process, objectives, and role as a two-year paid volunteering programme.
5.0 Evaluation of the N-Power Teach Scheme: Critically evaluates the scheme by applying theoretical frameworks to assess its design and implementation efficacy.
5.1 Applying the Theory of Change in the Evaluation of N-Power Teach Scheme: Explores the causal assumptions of the N-Power scheme and whether the programme's methodology aligns with its intended educational impacts.
5.2 Assessing the N-Power Teach Scheme through OECD DAC Evaluation Criteria: Utilizes the OECD DAC framework to investigate the relevance, coherence, and effectiveness of the scheme in the current Nigerian context.
6.0 Conclusion and Recommendations: Summarizes the evaluation findings and suggests policy revisions, emphasizing the need for stakeholder engagement and robust monitoring.
Keywords
N-Power Teach, Teacher Shortage, Basic Education, Nigeria, Theory of Change, OECD DAC Evaluation Criteria, Contract Teachers, Education Planning, Pupil-Teacher Ratio, Youth Empowerment, Human Capital Development, Educational Outcomes, Teacher Recruitment, Monitoring and Evaluation, Public Policy
Frequently Asked Questions
What is the primary focus of this research paper?
The paper evaluates the N-Power Teach scheme, a government-led contract teaching initiative in Nigeria, to determine how successfully it addresses the shortage of teachers at the basic education level.
What are the central themes discussed in the work?
The work centers on educational planning, the impact of contract teaching on learning outcomes, the challenges of youth unemployment as a political driver for education policy, and the importance of monitoring and evaluation frameworks.
What is the key research question?
The research asks whether the design and implementation of the N-Power Teach scheme effectively solve the teacher shortage crisis and improve education quality, or if it serves primarily as a political tool for economic empowerment.
Which scientific methods are applied to evaluate the scheme?
The author uses the Theory of Change (ToC) framework to map programme assumptions and the OECD DAC evaluation criteria (specifically relevance, coherence, and effectiveness) to assess the scheme's overall performance.
What does the main body of the paper cover?
The main body examines the sociopolitical context of Nigeria's education system, defines the planning gaps in teacher recruitment, details the mechanics of the N-Power Teach scheme, and provides a critical analysis of its operational strengths and weaknesses.
Which keywords best characterize this study?
Key terms include N-Power Teach, Teacher Shortage, Basic Education, Theory of Change, OECD DAC Evaluation, and Education Planning.
Why did the author conclude that the N-Power Teach scheme lacks ownership?
The author identifies that the scheme is not domiciled under the Ministry of Education, pointing to a lack of involvement from relevant education stakeholders during the planning phase.
Does the author suggest that the N-Power scheme should be scrapped entirely?
No, the author suggests that while the scheme has potential, its design needs significant amendment to integrate it into the professional education system, such as requiring participants to complete formal teacher certification (PGCE).
- Quote paper
- Onyeka Akunna (Author), 2020, The N-Power Teach Scheme in Nigeria. A response to shortage of teachers at basic education level, Munich, GRIN Verlag, https://www.grin.com/document/1254904
