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.
Inhaltsverzeichnis (Table of Contents)
- Acronym
- Executive Summary
- 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
- References
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This report evaluates the N-Power Teach scheme in Nigeria, which aims to address the shortage of teachers at the basic education level and reduce youth unemployment. The scheme, launched in 2015, recruits unemployed graduates as teacher assistants in primary schools across the country.
- Teacher shortage in Nigeria's basic education system
- Evaluation of the N-Power Teach Scheme's effectiveness
- Application of the Theory of Change framework in the evaluation
- Assessment of the N-Power Teach Scheme using OECD DAC evaluation criteria
- Recommendations for improving the N-Power Teach Scheme's design and implementation
Zusammenfassung der Kapitel (Chapter Summaries)
- Introduction: This chapter provides an overview of the context surrounding the N-Power Teach scheme, highlighting the challenges of teacher shortage and the need for quality education in Nigeria. It emphasizes the importance of teachers in improving learning outcomes and sets the stage for the evaluation of the scheme.
- Background: This chapter presents a comprehensive overview of the socioeconomic and education context in Nigeria, providing insights into the factors contributing to the teacher shortage problem.
- Education Planning Problem - Shortage of Teachers at Basic Education Level: This chapter delves into the specific problem of teacher shortage at the basic education level in Nigeria. It discusses the implications of this shortage on education quality and learning outcomes.
- N-Power Teach Scheme in Nigeria: This chapter introduces the N-Power Teach scheme, its rationale, and its objectives as a response to the teacher shortage problem.
- Evaluation of the N-Power Teach Scheme: This chapter presents the evaluation of the N-Power Teach scheme, focusing on its effectiveness in addressing the teacher shortage problem. It explores the scheme's strengths and weaknesses, analyzing its impact on education quality and learning outcomes. This chapter also discusses the application of the Theory of Change framework and the use of OECD DAC evaluation criteria in assessing the scheme.
Schlüsselwörter (Keywords)
The primary focus of this report lies on the evaluation of the N-Power Teach scheme in Nigeria, examining its effectiveness in addressing the teacher shortage problem at the basic education level. Key keywords include: teacher shortage, N-Power Teach, Theory of Change, OECD DAC evaluation criteria, education quality, learning outcomes, basic education, Nigeria, social investment program, education policy, evaluation framework.
- Arbeit zitieren
- Onyeka Akunna (Autor:in), 2020, The N-Power Teach Scheme in Nigeria. A response to shortage of teachers at basic education level, München, GRIN Verlag, https://www.grin.com/document/1254904
