4th - wednesday, 6 november, 2019 summary of

THE OFFICIALS’ SESSION OF THE 64TH NATIONAL COUNCIL ON EDUCATION (NCE) MEETING HELD AT DR OBI-WALI INTERNATIONAL CONFERENCE CENTRE, PORT HARCOURT, RIVERS STATE, FROM MONDAY, 4TH - WEDNESDAY, 6TH NOVEMBER, 2019

SUMMARY OF RECOMMENDATIONS

1.0 OPENING 1.01 The Officials’ Session of the 64th National Council on Education (NCE)

Meeting was held at Dr. Obi-Wali International Conference Centre,

Port Harcourt in Rivers State from Monday 4th-Wednesday 6th November,2019. The Session was presided over by the Permanent Secretary, Federal Ministry of Education, Arc. Sonny S.T. Echono, fnia. The theme of the meeting is Education For Self Reliance: A Tool For The Achievement Of Education 2030 Agenda.

1.02 The meeting was declared open by the Secretary to the Rivers State

Government Dr. Tammy Wenike Danagogo. In attendance were Officials from the Federal and State Ministries of Education and their Parastatals, and the Education Secretariat of the Federal Capital Territory (FCT), Chairman House Committee on Education, Rivers State Hon. Christian Ahiakwo. Other agencies represented include the West African Examinations Council (WAEC), Ministry of Defence, the Armed Forces Education Corps, Police Education Headquarters, Federal Road Safety Corps (FRSC), Institutes of Education in Nigerian Universities, National Association of Proprietors of Private Schools (NAPPS), Science Teachers’ Association of Nigeria (STAN), Civil Society Action Coalition on Education for All (CSACEFA), Federation of Muslim Women Association in Nigeria (FOMWAN), National Union of Teachers (NUT), The Albino Foundation, Nigeria Investment Promotion Commission (NIPC), Non-Governmental Organisations (NGOs), other stakeholders and the Press. A

total of 524 delegates were in attendance.

2.00 HIGHLIGHTS OF ADDRESSES 2.01 Welcome Address By The Permanent Secretary, Rivers State Ministry

Of Education. The Permanent Secretary, Rivers State Ministry Of Education, Mr Dagogo

Adonye Hart, fcai welcomed the Governor of Rivers State, His Excellency Chief Barr. Nyesom Ezenwo Wike represented by the Secretary to the State Government, Dr. Tammy Wenike Danagogo and other important dignitaries present at the Officials’ Session of the 64th NCE meeting.

He enjoined delegates to take advantage of what the serene garden city of

Port Harcourt has to offer in the area of Green Verges, Parks and beautiful roundabouts which were initiated and executed by the Governor of Rivers State. He then emphasized that the theme Education for Self- Reliance: A tool

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for achievement of Education 2030 Agenda was very apt and relevant in the Education Sector.

He informed delegates that education is a tool that would make individuals

embrace freedom of the mind. He requested that existing educational policies, curricula and frameworks should be constantly reviewed in line with the prevailing trends. More so, as key stakeholders, voices must be raised to sustain programmes, frameworks and best global practices to the advantage of the teeming youths. He enjoined that the next Freedom Day should not be celebrated without initiating framework for inclusive, equitable and quality education which is the hallmarks of Education 2030 Agenda.

Concluding, he urged delegates to initiate policies that would lead to National

reawakening, in pursuit of self-reliance, inclusive, equitable and qualitative education for the good of the teeming youths in Nigeria.

2.02 Address by the Permanent Secretary, Federal Ministry of Education

In his address the Permanent Secretary, Federal Ministry of Education, Arc. Sonny S. T. Echono, fnia appreciated delegates for their impressive turnout which he said confirmed their commitment and desire to take the Education Sector to an enviable height. He thereafter, extended his gratitude to the former Governor of Imo State Owelle Senator Rochas Anayo Okorocha and the Executive Governor of Osun State Adegboyega Oyetola for successfully hosting the 2018 JCCE Reference Committees and the 79th JCCE Plenary Meetings respectively.

The Permanent Secretary reminded delegates of the pivotal role of education towards self-reliance and independence which necessitated the theme for the 79th JCCE and 64th NCE meetings. He further stated that self-reliance initiative is rooted in the fundamental belief that one can change his or her

circumstances through adaptation of skills they had acquired in one’s own milieu.

He iterated the efforts of the present administration in the establishment of more centres for Adult Education, Federal Science and Technical Colleges and Polytechnics towards wealth and employment creation, poverty alleviation and sustainability of the citizens. Similarly, in the area of Technology and Science, Government had recently through the NBTE issued certificates to seventy (70) newly approved private Technical and Vocational Education and Training (TVET) institutions to increase access to technical education as well as equip youths and working adults to meet the demands of technical manpower. These efforts he said, were adjudged to be consistent with the national objectives as articulated in the Economic Recovery and Growth Plan (ERGP) as well as the Ministerial Strategic Plan (MSP).

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He urged delegates to chart a new course for education that would promote merit, competitiveness, innovation, entrepreneurship and produce citizens that are equipped with requisite knowledge and skills for self-reliance and rapid transformation.

Finally, he appreciated the Executive Governor of Rivers State as well as the Permanent Secretary Ministry of Education, Rivers State for their hospitality and hosting of the meeting.

2.03 Opening Address by the Secretary to the Government of Rivers State The Secretary to the Rivers State Government, Dr. Tammy Wenike Danagogo who represented the Executive Governor of Rivers State, His Excellency,

Barr. Nyesom Ezenwo Wike CON, appreciated the Federal Ministry of Education for selecting the State as the venue for the 64th NCE meeting. He further described this year’s theme “Education for Self- Reliance: A Tool for the Achievement of Education 2030 Agenda” as being apt and in tandem with the State’s Educational Policy thrust. He stressed the need to make education of our children a functional one for the overall socio-economic and political development of the nation. Dr. Danagogo informed delegates that the Rivers State Government has constructed, renovated and face-lifted several schools as well as streamlined public-private participation in the provision of quality, inclusive and equitable education. Finally, he welcomed delegates and wished them peaceful and fruitful deliberations and thereafter, declared the 64th National Council on Education (NCE) meeting opened.

2.04 Vote of Thanks

The vote of thanks for the opening ceremony was given by the Director, Educational Planning Research and Development,(EPR&D) Mrs. C.O. Ogbede. She expressed her appreciation at the large turnout of delegates to the Official’s Session and acknowledged the steadfastness and dynamic leadership of the Permanent Secretary, Federal Ministry of Education (FME) for his effort and sense of direction on policy matters in the Education sector. She also appreciated the Government of Rivers State and members of the Local Organising Committee (LOC) for all the arrangements put in place for the success of the meeting. Lastly, she wished all, fruitful deliberations as they commence the technical session and prayed God in His infinite mercies to take everyone back safely to their respective destinations.

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3.00 OFFICIALS’ SESSION

3.01 Remarks by the Permanent Secretary, FME

The Permanent Secretary, Federal Ministry of Education and Chairman of the session, Arc. Sonny S. T. Echono, fnia welcomed delegates to the Technical Session. He commended the Permanent Secretaries in attendance and urged delegates to contribute significantly to the realisation of the objectives of the Officials’ Session.

3.02 Adoption of the Provisional Agenda for the 64th Officials’ Session

The Provisional Agenda presented at the meeting was unanimously adopted

by all members.

3.03 Appointment of the Summary of Recommendations Committee

The following delegates were appointed as members of the Summary of Recommendation Committee:

S/N NAME ORGANISATION 1. Dr. Onwuakpa F.I.W. NECO, Minna Chairman 2. Blessing Obinatu UBEC Member 3. D.A. Lawal WAEC Member 4. Akinlade Omolayo O. South West Member 5. 6.

Glory Eniang Dr. (Mrs.) Ataisi Ngerebara

South South South South

Member Member

7. Kalu John O. South East Member 8. Aminu Musa Kanoma North West Member 9. Christian Peter Toshi North East Member 10. Dr. Alex Asen North Central Member 11. Fashina, K.J. FME Member 12. Ugiagbe Gregory FME Member

4.00 MINISTERIAL MEMORANDA

4.01 Memorandum from Nigerian Educational Research and Development Council (NERDC) on the Development of Accelerated Basic Education Curriculum for Out-Of-School Children

The Memorandum sought for Council’s approval of the Draft Accelerated Basic Education Curriculum (ABEC) for Out-of-School Children in Nigeria.

Prayer

Council is invited to;

note that:

(i) NERDC with funding support from Plan International led-EU Consortium had developed Accelerated Basic Education Curriculum;

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(ii) the curriculum is a condensed version of the 9-Year Basic Curriculum to be implemented in a 3-year cycle;

(iii) quality was not compromised in the process of designing the curriculum;

(iv) the curriculum covers 5 subjects which had been identified for the implementation of the Accelerated Basic Education Programme (ABEP) in Nigeria;

(v) ABEP is structured to be run in 3 stages per year, similar to the 3 terms of regular school but with flexible time table;

(vi) ABEP is for out-of-school children between ages 10-18 years whose education had been disrupted for certain reasons;

(vii) NERDC has also developed teacher’s guide for the implementation of the curriculum;

commend:

(viii) the Plan International led-EU Consortium comprising Plan International, Save the Children International for supporting the development of the curriculum; and

approve:

(ix) the draft Accelerated Basic Education Curriculum (ABEC) for the implementation of Accelerated Basic Education Programme in Nigeria.

4.02 Memorandum from Teachers Registration Council of Nigeria (TRCN) on the Draft Career Path Policy for the Teaching Profession in Nigeria

The Memorandum apprised Council on the development of a Draft Career Path Policy for the teaching profession in Nigeria and sought the approval for its adoption and implementation.

Prayer:


note that the:

(i) Federal Ministry of Education through the Teachers Registration Council of Nigeria (TRCN) has developed a draft Career Path Policy for the Teaching Profession in Nigeria at the Basic and Secondary School Education levels;

(ii) draft Policy aims at improving the competencies and skills of the professionally trained, registered and licensed teachers and school leaders in Nigeria;

(iii) policy also seeks to address the challenges of career advancement through the career path of the teaching profession and provides multiple

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career progression pathways to motivate teachers to remain in the profession;

(iv) development of the Policy involved broad participation of critical education stakeholders;

(v) policy comprises six sections, focusing on the 4-tier career path of beginner, mentor, proficient and distinguished;

(vi) policy is inclusive and is consistent with other related policies, including the National Policy on Education and the National Teacher Education Policy;

urge:

(vii) FME, States, the FCT and Private School Proprietors to buy into the Career Path Policy for the teaching profession in Nigeria in view of its potential benefits to the profession; and

approve:

(viii) the draft Career Path for the Teaching Profession in Nigeria at the Basic and Senior Secondary Education levels for implementation.

5.00 REPORTS OF REFERENCE COMMITTEES

5.10 ADULT AND NON-FORMAL EDUCATION REFERENCE COMMITTEE

5.11 Memorandum from Benue State on the need to Retrain Adult Education Facilitators in the Country on the Acquisition of Relevant Vocational Skills for Self-Reliance.

The Memorandum highlighted the need for all adult education facilitators to be retrained to acquire relevant vocational skills to enable them instruct their learners to be self-reliant economically.

Prayer


note the:

(i) inadequacy of facilitators with requisite vocational skills that will impact positively on their learners;

(ii) need to retrain these facilitators to acquire various skills in line with modules developed by National Commission for Mass Literacy Adult and Non-Formal Education (NMEC);

(iii) need for learners to be certified by NABTEB to enable them utilize their skills through employment or financial assistance; and

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urge: FME, States, and the FCT to:

(iv) commence the retraining of Adult Education facilitators to acquire relevant vocational skills to enable them impact positively on their learners; and

(v) appropriate and release funds early to NMEC and ANFE to implement the retraining and certification processes.

5.12 Memorandum from National Business and Technical Examinations Board (NABTEB) on the Use of Technical and Vocational Colleges as Skills Incubation Centres for Out-of-School Youths and Adults for

the Achievement of Education 2030 Agenda

The Memorandum drew attention to the need to use Technical and Vocational Colleges as Skill Incubation Centres for Out-of-School Youths and Adults to acquire practical skills for self-reliance and achievement of Education 2030 Agenda.

Prayer


note that:

(i) TVET is capable of transforming the Nigerian Society into a technological, self-sufficient and reliant nation;

(ii) Technical Colleges can serve as skills incubation Centres in host communities where the youths and Out-of-School adult learners are located; and

urge FME, States, the FCT, and other Stakeholders to:

(iii) work out modalities to attract and retain Out-of-School youths and adults;

(iv) equip their Technical Colleges and Vocational Centres and ensure that Out-of-School youths and adults acquire required skills; and

(v) encourage Public Private Partnership (PPP) in TVET.

5.13 Memorandum from National Commission for Mass Literacy Adult and Non-Formal Education (NMEC) and Yobe State on the Need to Provide More Support to Women Education Programmes for Acquisition of Vocational Skills for Self-Reliance and Achievement of Education 2030 Agenda

The Memorandum drew attention to the need for Stakeholders to provide more support to learning centres to enable women acquire vocational skills for self-reliance and achievement of Education 2030 Agenda.

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Prayer


note that:

(i) women education Programmes will enhance self-reliance, wealth creation, employment generation thereby alleviating poverty in Nigeria;

(ii) NMEC supplies vocational equipment on various trades to some selected States annually; and

urge:

(iii) States, the FCT and NGOs to include Women Entrepreneurial Education in their Programmes, to provide more support for the existing Vocational Skills Centres to attract Women’s Participation.

5.14 Memorandum from NABTEB on Mainstreaming Apprenticeship Programme through Quality Certification to Enhance Self-Reliance and Achieve Education 2030 Agenda

The Memorandum drew attention to the need to mainstream apprenticeship programmes through quality certification to enhance self-reliance for the achievement of Education 2030 Agenda.

Prayer


note that:

(i) apprenticeship training in Nigeria is neither regulated nor harmonised;

(ii) apprentices are not prohibited from practice without certificates; and

urge States and the FCT to:

(iii) ensure that apprenticeship programmes in Nigeria are regulated, harmonized and certified by recognised awarding bodies before practising.

5.15 Memorandum from NMEC, Nasarawa and Kebbi States on Strengthening Vocational Skills Acquisition in Adult Education Learning Centres for Self-Reliance as a Tool for Achievement of Education 2030 Agenda

The Memorandum drew attention to the need for strengthening Vocational Skills Acquisition in the Adult Education Centres for self-reliance and achievement of Education 2030 Agenda.

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Prayer


note:

(i) the high rate of unemployment in the country;

(ii) the high level of illiteracy among the artisans;

(iii) that acquisition of skills is key to national development;

(iv) that the existing Vocational Centres with facilities are not fully utilized;

and

urge NMEC, States, the FCT and NGOs to:

(v) re-invigorate skills acquisition programmes in Adult and Non-Formal Education Centres;

(vi) create sustainable funding of the Centres; and

(vii) strengthen the sensitisation and mobilization of community dwellers for enrollment in vocational education programmes.

5.16 Memorandum from Lagos State on the Need for Public Private Sector Intervention in Empowering Adult and Vocational Literacy Learners to be Self-Reliant

The Memorandum stressed the need to encourage State Agencies to collaborate with Public Private Sectors in empowering Adult learners and Vocational trainers to be self-reliant for the achievement of Education 2030 Agenda.

Prayer


note the need:

(i) for an advocacy campaign on increased support for Adult and Non-Formal Education on the need to collaborate with Private Sector for the achievement of Education 2030 Agenda;

(ii) to sensitize the 36 States and the Federal Capital Territory on effective collaboration with Private Sector and Non–Governmental Organisations for building of structures and provision of Learning Materials to the Adult and Non-Formal Education sub-sector;

(iii) to encourage States and the FCT to set up a body that will grant short term loans to graduates of Adult and Non-Formal Education sub-sector; and

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(iv) collaborate with Private Sector and Non-Governmental Organisations (NGOs) in building vocational structures for Adult and Non-Formal Education sub-sector in their States; and

(v) include Public and Private Sector participation in the year plan of their agencies.

5.17 Memorandum from the Federal Capital Territory (FCT) on the Need to Organise Artisans into Clusters for Workplace Literacy and Proficiency for the Achievement of Education 2030 Agenda.

The Memorandum sought the need to organise artisans into clusters for workplace literacy and proficiency in order to promote self-reliance for the attainment of Education 2030 Agenda.

Prayer


note the:

(i) need to organise artisans into clusters for workplace literacy and proficiency in order to promote self-reliance for attainment of Education 2030 Agenda;

(ii) existence of the informal skill-based cottage micro industries in their scattered locations in cities and rural communities; and

urge FME, States and the FCT to:

(iii) encourage clustering of artisans for workplace literacy and proficiency in order to promote self-reliance for the attainment of Education 2030 Agenda; and

(iv) provide workplace literacy centres to ensure that all artisans and craftsmen have access to functional education.

5.20 BASIC EDUCATION REFERENCE COMMITTEE

5.21 Memorandum from National Teachers’ Institute (NTI) on Schools Investment in Self-Reliance Schemes at the Basic Education Level as a measure of attaining the Education 2030 Agenda

The Memorandum highlighted the need for the introduction of School Investment Schemes for self-reliance at the Basic Education level.

Prayer Council is invited to;

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note: (i) that the high rate of unemployment is as a result of producing

graduates without investment/entrepreneurial skills;

(ii) that the consequence of graduate unemployment leads to high crime rate and moral decadence;

(iii) the stigma associated with certain entrepreneurial/investment schemes by the society affects skills development, job and wealth creation;

(iv) the need for regular sensitisation and advocacy to create awareness on the importance of investment scheme; and


(v) encourage schools’ investment schemes;

(vi) ensure that every student acquires vocational and entrepreneurial skills for meaningful investment in later life;

(vii) embark on intensive sensitisation and advocacy campaigns on the importance of school’s investment schemes and skills acquisition for the achievement of Education 2030 Agenda in Nigeria; and

approve:

(viii) Capacity-building workshops for teachers that will implement the school’s investment scheme.

5.22 Memorandum from National Teachers’ Institute (NTI), National Examinations Council (NECO) and Yobe State on the need to Strengthen Grassroot Sports through Talent Hunt, Manpower Development and Institutionalization of Sport Academy

The Memorandum drew attention to the need for the acquisition of sporting

skills by learners for self-reliance and the Achievement of Education 2030 Agenda.

Prayer


note that:

(i) sporting activities can play significant roles in identifying youths with talent in sports to excel in the sporting career of their choice;

(ii) government agencies, NGOs and individuals can support and encourage sports development in schools;

(iii) there is a need for capacity building and retooling of existing teachers in talent hunt, the organisation and administration of grass-root sports;

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(iv) organising sports competition at local, state, zonal and national levels will foster national unity and peaceful co-existence among youths across the nation; and


(v) identify schools that could be transformed into sport academy for talent identification and grooming;

(vi) ensure that all Basic Education schools organise sporting activities regularly;

(vii) mobilise support from NGOs, philanthropists, political leaders, Development Partners to invest in sporting activities in Nigeria schools; and

approve: (viii) the institutionalisation of at least one sport academy in each State and

the FCT; and

(ix) mandatory capacity building of existing teachers in talent hunt, sports organisation and administration.

5.23 Memorandum from Universal Basic Education Commission (UBEC)

and Imo State on the need for Voluntary School-to-Work Scheme for Basic Education School Leavers

The Memorandum drew attention to the need to introduce Voluntary School-to-Work Scheme for Basic Education School leavers for self-reliance and achievement of Education 2030 Agenda.

Prayer

Council is invited to; note that:

(i) the aspect of self-reliance in the 1-6-3-3-4 system of education has not

been fully attended to over the years; (ii) introduction of voluntary School-to-Work Scheme for Basic Education

graduates is important for the achievement of education 2030 Agenda; (iii) this initiative will not only give foundational base to technological

development to the nation but will also ensure that learners at the different levels of education whether in or Out of School acquire some vocational and technical skills;

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(iv) UBEC has identified some Vocational Schools in the 36 States and FCT for the School-to-Work Scheme that will be used as best practices for States to emulate;

(v) 109 computer laboratories have been equipped by UBEC using the

2017/2018 FGN/UBEC Intervention Fund on Instructional materials, 3 computers per State on geo-political basis and one in the FCT;

(vi) Inter-agency collaboration on the initiative is on-going; (vii) there is a need to develop entrepreneurship internship Programmes

matching pupils and students with locally successful entrepreneurs such as shoe makers, bead makers, phone repairers, hair dressers, artisans, e. t. c;

(viii) at the end of JSS after the completion of BECE before resumption into SS

1 is proposed to be used to acquire relevant skills to serve as basic foundation for the attainment of basic skills;

(ix) 2 to 3 months is fixed tentatively to provide the learners with life-long

opportunity for self-reliance; (x) there is a need to award Certificate of attendance by either the Trade

Centres in the State, Education Resource Centres, SUBEBs, Industrial Training Fund etc to students at the end of the three months school-to-work scheme; and

urge FME, States and the FCT to: (xi) embark on advocacy and sensitisation of parents and other stakeholders

on the need for basic education graduates to undergo a 2 to 3 months mandatory school-to-work scheme; and

(xii) work with UBEC to put in place machinery and guidelines for

implementing the school-to-work scheme for the achievement for self-reliance and education 2030 Agenda.

5.24 Memorandum from the Nigerian Educational Research and

Development Council (NERDC) on the Development of National Reading Framework for Basic Education Level for the attainment of Education 2030 Agenda

The Memorandum drew attention to the need for a National Reading Framework for the Basic Education Level to guide the activities of Stakeholders in their effort to improve the literacy skills of Nigerian children.

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note that:

(i) the development of the National Reading Framework (NRF) will provide direction and ensure quality in reading initiatives in Nigeria;

(ii) having a National Reading Framework will help to fast track the achievement of the Education 2030 Agenda;

(iii) the strategies for the development of the National Reading Framework

require the contribution and involvement of all Stakeholders in the education sector;

(iv) NERDC is in discussion with the Northern Education Initiatives (NEI-Plus) and USAID for the development of the NRF; and

urge: (v) States and the FCT to support the development of the NRF through

active participation at the different stages of developing the NRF; and

(vi) all Non-Governmental Organisations involved in reading initiative in Nigeria to support the process of developing the NRF.

5.25 Memorandum from the Nigerian Educational Research and Development Council (NERDC) on the Development of Education in Emergency Curriculum for the Basic Education Level

The Memorandum highlighted the development of education in Emergency Curriculum for Basic Education level by the NERDC.

Prayer

Council is invited to; note that: (i) NERDC in collaboration with the Education in Emergency Working Group

(EIEWG) Nigeria with funding support from Street Child International has developed an education in Emergency Curriculum for the Basic Education level;

(ii) the developed curriculum accommodated the needs and peculiarities of the different geopolitical zones of the country;

(iii) the curriculum contents will be infused into the basic education curriculum;

(iv) in times of emergency or crises, the curriculum will be used as a stand- alone curriculum in IDP camps;

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(v) efforts are being made for the development of teacher support materials for the implementation of the curriculum; and

approve: (vi) the draft Education in Emergency Curriculum for Basic Education level

5.26 Memorandum from Akwa-Ibom, Ekiti, Benue, Kaduna States and the

FCT on the Promotion of Self-Reliance through the Teaching and Learning of Skills in Schools

The Memorandum apprised Council on the importance of self-reliance through the promotion of teaching and learning of skills in schools. Prayer Council is invited to: note that: (i) effective teaching of the existing Cultural and Creative Arts (CCA) and

pre-vocational studies will ensure development of skills and self-reliance of learners; and

urge: (ii) States and the FCT to include the provision of facilities for practical in

CCA and pre-vocational studies in their annual strategic work plan; and

(iii) UBEC to monitor and ensure that the strategic work plan from States include provision of facilities in the CCA and pre-vocational laboratories.

5.30 SENIOR SECONDARY EDUCATION REFERENCE COMMITTEE

5.31 Memorandum from the West African Examinations Council (WAEC), Anambra and Imo States on the Need for the Provision of adequate Infrastructure and Teachers for Effective Teaching and Learning of

Trade and Entrepreneurial Subjects for Self-Reliance in Senior Secondary Schools.

The Memorandum drew attention to the need for the provision of adequate infrastructure and teachers for the effective teaching and learning of Trade and Entrepreneurial subjects for Self-Reliance in the Senior Secondary Schools. Prayer Council is invited to; note the: (i) urgent need to provide infrastructure and qualified teachers for

practical works in entrepreneurial subjects in Senior Secondary Schools;

(ii) importance of entrepreneurial skills and competencies in attaining the required manpower at the technical level;

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(iii) enormous benefits of providing adequate infrastructure and qualified teachers for the practical works in entrepreneurial subjects such as increased opportunities for students’ acquisition of skills and knowledge etc;

(iv) inadequate provision of infrastructure and qualified teachers for practical works in trades and entrepreneurial subjects in Senior Secondary Schools have brought about negative perception by the public; and

urge:

(v) FME, States and FCT to provide adequate infrastructure for the teaching of trades and entrepreneurial subjects in Senior Secondary Schools;

(vi) FME, States and FCT to recruit qualified teachers with cognate

experience and pedagogical skills in entrepreneurial areas in order to achieve set goals for Agenda 2030;

(vii) Development Partners (DPs) and NGOs to partner with Government in

the provision of adequate infrastructure and qualified teachers for the teaching of entrepreneurial subjects in Senior Secondary Schools;

(viii) FME, States and the FCT to monitor the provision of infrastructure and

qualified teachers for the teaching of entrepreneurial subjects in Senior Secondary Schools; and

(ix) Examination bodies (WAEC, NECO and NABTEB) to ensure the

availability of infrastructure and qualified teachers for the teaching and learning of entrepreneurial subjects in Senior Secondary Schools before granting them approval to be examined in the trade subjects.

5.32 Memorandum from The National Examinations Council (NECO) and Anambra State on Repositioning of the Study of Trade/Entrepreneurial Subjects through the Introduction of Students Industrial Work Experience Scheme (SIWES) in Senior Secondary Schools

The Memorandum advocated for the re-positioning of the study of Trade cum Entrepreneurial subjects to make them more practical-oriented for the achievement of Self-Reliance in Education 2030 Agenda through the introduction of Students’ Industrial Work Experience Scheme (SIWES) in the Senior Secondary School Programme.

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Prayer


note: that the

(i) teaching of Trade subjects in our present Senior Secondary Schools is not widely practical-oriented;

(ii) introduction of Students Industrial Work Experience Scheme (SIWES) in Senior Secondary Schools will bridge the gap between theory and practical in the teaching of Trade subjects;

(iii) re-positioning of Trade/Entrepreneurial subjects through SIWES in Senior Secondary Schools will engender the realization of Education for Self-Reliance; and

urge:

(iv) FME, States, the FCT and other Stakeholders to adopt the use of SIWES programme for the improvement of the study of Trade and Entrepreneurial subjects;

(v) NECO and Anambra State to collaborate with NBTE on the modalities of introducing SIWES in the Senior Secondary Education and

approve:

(vi) the re-positioning of the study of Trade/Entrepreneurial subjects through the introduction of SIWES programme for the students during long vacation.

5.33 Memorandum from Imo, Ondo and Lagos States on the need for the Integration of Artisans in the Teaching of the Practical Aspects of the Entrepreneurial Subjects: A Panacea for Achieving Education for Self- Reliance

The Memorandum drew attention to the need to integrate Artisans as resource persons for teaching practical aspects of Entrepreneurial subjects in Secondary Schools in Nigeria.

Prayer


note:

(i) that there is dearth of employment among school leavers; (ii) the inadequate manpower to teach the entrepreneurial subjects in the

newly developed curriculum in the Senior Secondary Schools; and

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urge:

(iii) FME, States and the FCT to engage experienced Artisans to teach the practical aspects of the entrepreneurial subjects in Senior Secondary Schools in Nigeria.

5.40 SPECIAL EDUCATION REFERENCE COMMITTEE

5.41 Memorandum from Kano and Lagos States on the Need to Empower Persons with Disabilities (PWDs) through Skills Acquisition Programmes for the Achievement of Education 2030 Agenda.

The Memorandum drew attention to the need for empowerment of persons with Disabilities (PWDs) through Skills Acquisition Programmes for the Achievement of the Education 2030 Agenda.

Prayer


note the need for:

(i) the empowerment of Persons with Disabilities (PWDs) through skills Acquisition;

(ii) the procurement and maintenance of infrastructural facilities of existing Vocational Centres across the six geo-political zones;

(iii) a strong advocacy and sensitisation on Skills Acquisition for Persons with Disabilities (PWDs); and

urge:

(iv) FME, States and the FCT to collaborate with Development Partners, Private Sectors, Professional Bodies, Non-Governmental Organisations (NGOs) among others for the scaling-up of empowerment activities for PWDs through Skills Acquisition at all levels of education for the achievement of Education 2030 Agenda in Nigeria.

5.42 Memorandum from Anambra State on the Provision of Adequate Infrastructural Facilities in Special Education schools and Centres as well as Conventional schools to enhance Skill Acquisition for Self Reliance.

The Memorandum drew attention on the need to provide adequate infrastructural facilities to enhance skill acquisition in Special Education Schools and Centres as well as Conventional schools for Self-Reliance.

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Prayer


note the need for

(i) improved infrastructural facilities and deployment of special skilled teachers to teach in Special Education schools and Centres as well as Conventional schools: and

approve:

(ii) the provision of adequate infrastructural facilities to enhance skill

acquisition in Special Education schools and Centres as well as conventional schools.

5.43 Memorandum from the Albino Foundation on the need to review the National Policy on Albinism in Nigeria

The Memorandum sought approval for the review of the National Policy on Albinism to the emerging issues as approved by the United Nations and African Union on the document on the Regional Action Plan(2019-2021)

Prayer


note the need:

(i) for the review of the National Policy on Albinism in Nigeria to embrace the emerging issues; and

urge:

(ii) the Federal Ministry of Education to constitute a committee for the review of the National Policy on Albinism; and

approve:

(iii) the review of National Policy on Albinism.

5.50 TEACHER EDUCATION REFERENCE COMMITTEE

5.51 Memorandum from Federal Ministry of Education (FME) on the Draft Framework on Teacher Education Development Funds Account (TEDFA) and its implementation for the achievement of Education 2030 Agenda in Nigeria

The Memorandum sought approval for the draft Framework on Teacher Education Development Fund Account (TEDFA) and its implementation in the Nigerian Education Sector.

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Prayer: Council is invited to; note that:

(i) the National Teacher Education Policy (NTEP) 2014 stipulates funding arrangement for a teacher education development plan aimed at addressing the needs of public teacher training institutions in the area of personnel, resources, infrastructure, ICT training, technical equipment

etc.;

(ii) Teacher Education Development Plan (TEDPL) is to be funded through TEDFA which is to be established and coordinated by FME;

(iii) The draft Framework on TEDFA has been developed by FME in collaboration with all Stakeholders; and

urge:

(iv) States, the FCT and other relevant Stakeholders to collaborate with FME in organizing a national advocacy/zonal programme for the popularization and implementation of TEDFA in order to reposition Teacher Education and Development in the country;

(v) the Private Sector, development Partners and other relevant Stakeholders to collaborate with FME, States and the FCT for the successful take-off of TEDFA; and

approve:

(vi) the draft Framework on Teacher Education Development Fund Account (TEDFA) for implementation of Teacher Education Development Plan (TEDPL) and the achievement of Education 2030 Agenda.

5.52 Memorandum from National Commission for Nomadic Education on the provision of incentives and facilities by States and the FCT to facilitate the achievement of Education for Self-Reliance in Nomadic and other Hard-to-Reach Schools in Nigeria

The Memorandum apprised on the need for States and the FCT to provide

incentives and facilities such as motor cycles, bicycles, boats and hazard allowances for teachers and dairy processing machines – milk tank, pasteurizers, milk separator, refrigerator, fishing net, crop processing machines in nomadic and other Hard-to-Reach Schools to increase teachers’ attendance and pupils’ retention in the schools for the achievement of Education for Self-Reliance.

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Prayer


note the:

(i) difficult terrain which hinders regular attendance and increase in teachers’ truancy in nomadic and other hard-to-reach schools;

(ii) inadequate incentives such as motor cycles, bicycles, boats and hazard allowances for teachers in nomadic and other hard-to-reach schools;

(iii) inadequate facilities such as dairy processing machines, milk tank,

pasteurizer, milk separator, refrigerator, fishing net, crop processing machines, etc in nomadic and other hard-to-reach schools;

urge States and the FCT to: (iv) provide incentives such as motor cycles, bicycles and hazard allowances

for teachers in nomadic and other hard-to-reach schools; (v) provide facilities in nomadic and other hard-to-reach schools for teachers

to facilitate teaching and learning for Self-Reliance; and

(vi) explore the support for teachers by philanthropists, Development Partners (DPs), School-Based Management Committees (SBMCs) and Parent Teachers Associations (PTAs) in nomadic and other hard-to-reach schools.

5.53 Memorandum from the FCT on Re-Invigorating Education for Self-Reliance through the Incorporation of Active and all Inclusive Entrepreneurship Centres in the Existing Teaching Institutions

The Memorandum highlighted the need to revitalise and reinvigorate Education for Self-Reliance through the provision of active and all-inclusive Entrepreneurship Centres for sustainable development. This would enable

institutions to focus attention on educational attainment to be creative, innovative and have a skillful disposition of functional life skills in addition to cognitive and paper based knowledge.

Prayer


note:

(i) the need to make Nigerian Education System more pragmatic for Self-Reliance through acquisition of life skills; and

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urge: (ii) FME, States and the FCT to provide teacher training institutions with

active and all-inclusive Entrepreneurship Centres with emphasis on Skills Acquisition for Self-Reliance.

5.54 Memorandum from Ondo and Yobe States on the need to give

Teachers of Trade Subjects at Post Basic Education level special attention in the area of Capacity Development for the Achievement of Education 2030 Agenda

The Memorandum drew attention to the need to give teachers of Trade subjects at Post-Basic Education level special attention in the area of Capacity Development. Prayer Council is invited to; note that:

(i) the objectives of the inclusion of trade subjects in the Curriculum have not been fully achieved due to inadequate manpower to impact the needed skills;

(ii) government commitments in the areas of finance, infrastructure and manpower at various levels of education for self-reliance have been low over the years;

(iii) for self-reliance to be attained in education, adequate funds must be provided by Government and relevant Stakeholders for human development;

(iv) a planning period be set aside for emplacing the necessary conditions and requirements for the legalization of effective education for Self-Reliance; and

urge:

(v) FME to support States and the FCT to facilitate in building the capacity of trade subjects Teachers at post basic education level; and

(vi) States and the FCT to equally collaborate with professional bodies, Vocational Centres and training institutes such as NIEPA, NTI and other relevant agencies to sustain teachers’ Capacity Development.

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5.60 TECHNOLOGY AND SCIENCE EDUCATION REFERENCE COMMITTEE

5.61 Memorandum from Federal Ministry of Education (FME) on Draft Implementation Guidelines for the National Policy on Science and Technology Education

The Memorandum sought approval for the Draft Implementation Guidelines of the National Policy on Science and Technology Education to be used as reference document for the implementation of the National Policy on Science and Technology Education (S&TE) by stakeholders in Nigeria.

Prayer


note:

(i) that a Draft Implementation Guidelines for National Policy on Science and Technology Education has been developed;

urge:

(ii) FME, FMST, States, the FCT, and other Stakeholders to adopt and use the Implementation Guidelines of the National Policy on Science and Technology Education as a reference document and complementary publication; and

approve:

(iii) the draft Implementation Guidelines of the National Policy on Science and Technology Education as a reference document for all education stakeholders.

5.62 Memorandum from The Federal Ministry of Science and Technology (FMST) and Abia State on the Need for Adequate and Appropriate Provision of Personnel, Standard Laboratory Equipment, Facilities and Instructional Materials in Science and Technical Colleges

The Memorandum drew attention to the need for Federal, State and the FCT to make adequate and appropriate provision of personnel, standard laboratory, equipment, facilities and instructional materials in Secondary Schools and Vocational Centres for Self-Reliance.

Prayer


note:

(i) that many States vocational centres and secondary school laboratories lack adequate and appropriate human and material resources for the implementation of Education for Self-Reliance for the achievement of Education 2030 Agenda;

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(ii) the need for effective maintenance culture of facilities, laboratory equipment and instructional materials in schools and Vocational Centres;

(iii) the importance of standardizing science laboratories in secondary schools and Vocational Centres;

urge FME, States and the FCT to enhance:

(iv) Technical/Vocational and Entrepreneurial centres for the development of knowledge, skills and character for Self-Reliance for the Achievement of Education 2030 Agenda;

(v) the maintenance culture and ensure adequate security for facilities and equipment in schools;

(vi) Public Private Partnership (PPP) as a way of providing adequate and functional equipment to schools;

(vii) adequate funding and timely release of approved funds to equip the science laboratories and facilities;

(viii) the sourcing of their science equipment and laboratory apparatuses needed in schools and technical colleges locally from Scientific Equipment and Development Institute (SEDI);

approve:

(ix) collaboration of Education Stakeholders with the Federal Ministry of Science and Technology in ensuring that every secondary school and Vocational Centre in the country have standard laboratories to enhance the teaching of Science and Technology Education; and

(x) patronage of the products of Scientific Equipment Development Institute (SEDI) in Minna to ensure that Science Equipment are sourced locally

from the Institute so as to save cost from the importation of Science Equipment into the country.

5.63 Memorandum from National Board for Technical Education (NBTE) Kaduna on Accreditation of Programmes as a Benchmark for Intervention in Technical Colleges for the Achievement of Education 2030 Agenda

The Memorandum highlighted the importance of accreditation of programmes in Technical Colleges and why it should form a benchmark for intervention by Funding Organisations in the provision of physical facilities and human capacity development for the Achievement of Education 2030 Agenda.

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Prayer

Council is invited to:

note:

(i) the need to ensure adequate provision of training equipment and staff capacity building in technical colleges by proprietors and other donors;

(ii) that technical colleges can only produce competent craftsmen when their trades undergo accreditation exercise by the regulatory body;

(iii) that Proprietors of technical colleges will be more serious in equipping the colleges when intervention is hinged on accreditation status;

(iv) that most graduates from technical colleges cannot exhibit the skills required in the labour market; and

urge:

(v) Proprietors to ensure that technical colleges and their trades are presented when due for accreditation in readiness for any intervention;

(vi) funding Organisations to ensure that only technical colleges with accredited trades are eligible for intervention and

approve:

(vii) that accreditation status be used as a benchmark for intervention in technical colleges and their trades.

5.64 Memorandum from Nigerian Educational Research and Development Council (NERDC) on the Need for Online Safety Education in Nigeria

The Memorandum apprised on the need for Online Safety Education in Nigerian schools and also sought for Stakeholders’ buy-in, collaboration, support and participation in online Safety activities in schools nationwide.

Prayer


note that:

(i) using the internet and social media as learning resources have significant benefits but also pose considerable danger to school children;

(ii) it is our collective responsibility to protect children and young people from such dangers;

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(iii) schools are the key places where online safety measures can be effectively disseminated;

(iv) protecting children and young people from these threats while exploring the numerous positive opportunities available online require the active participation and commitment of all stakeholders;

(v) NERDC is in discussion with the Public Private Development Centre (PPDC) and Google for the introduction of on-line safety in schools’ curricular;

(vi) NERDC will continue to update the JCCE and NCE on the progress,

successes and challenges of the project; and

urge States, the FCT and all Stakeholders to:

(vii) actively participate in the strategic activities for School Online Safety; and

(viii) encourage and support the establishment of Online Safety Clubs in Schools.

5.65 Memorandum from Kano State on the Need to Introduce Multilingual Simulative E-Learning Platform to Supplement Teaching and Learning Strategies for Self-Reliance

The Memorandum drew the attention to the need to introduce multilingual simulative e-learning platform to supplement teaching and learning as a means of achieving education for self-reliance.

Prayer


note:

(i) that multilingual simulative e-learning platform provides access to learning opportunities for self-reliance;

urge:

(ii) FME, States, the FCT and other Stakeholders to introduce multilingual simulative e-learning platform to supplement teaching and learning as a means of achieving education for self-reliance, and

approve:

(iii) the introduction of multilingual simulative e-learning platform in schools for the achievement of Education for Self-Reliance.

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5.66 Memorandum from Lagos State on the Need for the Formation of Young Entrepreneurs’ Clubs in Nigerian Schools for Wealth Creation and Generation of Employment and Achievement of Education 2030 Agenda in Nigeria

The Memorandum sought the approval for the formation of Young Entrepreneurs’ Clubs in Nigerian Schools for Wealth Creation and generation of employment.

Prayer


note:

(i) that the development of entrepreneurial skills and knowledge constitute one of the competencies of the 21st century;

(ii) that the large number of students in Senior Secondary, Science, Technical and Vocational Schools conclude their formal education at this level, hence, acceptance of entrepreneurship is very significant for their future life and career decisions;

(iii) that there is a strong need for the formation of Young Entrepreneurs’ Club that will drastically reduce the rate of unemployment and redirect learning for Self-Reliance; and

urge:

(iv) FME, States and the FCT to mobilise students to join Young Entrepreneurs’ Club.

5.67 Memorandum from Ondo State on the Need to Empower Science Equipment Centres for the Production of Science and Technology Equipment for Secondary Schools and Technical Colleges in Nigeria

The Memorandum drew the attention on the need to empower Science Equipment Centres for the production of Science and Technology Equipment for Secondary and Technical Colleges in Nigeria.

Prayer


note that:

(i) Science Equipment Centres across the country can be upgraded and empowered to cater for the production of adequate supply of simple science and technology equipment for use in our Secondary and Technical Colleges; and

28

urge:

(ii) States and the FCT to patronize all the Science Equipment Centres in the country for optimal utilization of the personnel and machines provided for the Centres;

(iii) Owners of equipment Centres to embark on the training and retraining of the existing personnel of the Science Equipment Centres in Nigeria; and

(iv) States and the FCT to send teachers of secondary schools and technical colleges for training on the use of science equipment produced by the Science Equipment Centres.

5.68 Memorandum from Nasarawa State on the Need to Utilize the Existing Skills Acquisition Centres and Facilities for Practical Training of Trades and Entrepreneurship Students for Self-Reliance.

The Memorandum drew attention to the importance of utilizing the Skill Acquisition Centres facilities for practical training of trade and entrepreneurship students for the attainment of Self-Reliance.

Prayer


note:

(i) that the major challenge facing the Nigerian youths is unemployment;

(ii) the availability of Skills Acquisition Centres in many States across the nation;

(iii) that the skills acquisition Centres are not fully utilized;

(iv) that it will be beneficial for trade and entrepreneurship students to make

use of their Centres to improve their practical knowledge;

urge:

(v) FME, States and the FCT to work out the modalities for schools to utilize skill acquisition Centres in their domain for practical work; and

(vi) sensitize schools, students and teachers to make use of Skills Acquisition Centres for practical work in their chosen trades.

5.69 Memorandum from Abia, Lagos and Oyo States on the Need to Intensify National Advocacy and Sensitisation to Popularize Technical and Vocational Education and Training (TVET) for Self-Reliance The Memorandum drew attention to the need to intensify national advocacy and sensitisation to popularize Technical and Vocational Education Training (TVET) for Self-Reliance.

29


note:

(i) that access to quality Technical and Vocational Education and Training (TVET) is key to employment generation, decent jobs and entrepreneurship for the Achievement of Education 2030 Agenda in Nigeria;

(ii) the rapid industrialization and massive generation of employment in a number of countries such as China, Malaysia, Indonesia, South Korea and Brazil are as a result of a well- articulated TVET policy aimed at developing relevant human capital;

(iii) that the low acceptance is a serious challenge to TVET sub-sector in Nigeria;

(iv) that achieving Education 2030 Agenda in Nigeria will be a mirage if the advocacy, infrastructural and manpower deficits in TVET are not squarely addressed at all levels of the educational system in Nigeria;

(v) the need for regular sensitisation and advocacy to create awareness on the importance of TVET;

urge:

(vi) FME, States and the FCT to collaborate with Development Partners, Private Sector, Professional bodies, NGOs and the Media for successful implementation of nationwide advocacy, sensitisation and mobilization to popularize and rebrand TVET at all levels of education; and

approve:

(vii) a nationwide Advocacy and Sensitisation Programme for the popularization of TVET at all levels of education.

5.70 TERTIARY EDUCATION REFERENCE COMMITTEE

5.71 Memorandum from Kebbi State on the Need to Reposition Entrepreneurship Centres in Tertiary Institutions for Self-Reliance.

The Memorandum sought for the Repositioning of Entrepreneurship Education in Tertiary Education through the provision of modern facilities and equipment at Entrepreneurship Education Centres and the training of qualified personnel to man the Centres.

Prayer


30

note:

(i) the need to reposition entrepreneurship centres in tertiary institutions in terms of provision of modern facilities and equipment; and

urge:

(ii) States and the FCT to reposition Entrepreneurship Education Centres in the provision of modern facilities and equipment; and

(iii) train and retrain qualified personnel in the use of the modern facilities and equipment.

5.72 Memorandum from Ondo State on the Need for Special Incentives for Students of Colleges of Education (Technical), Polytechnics and Universities of Technology for Self-Reliance

The Memorandum apprised on the need to put in place Special Incentives for students of Colleges of Education (Technical), Polytechnics and Universities of Technology as an incentive to attract students to study in those institutions.

Prayer


note:

(i) the need for Government at the three levels to take far reaching interventions to stimulate the interest of students in technically related disciplines at the Colleges of Education (Technical), Polytechnics and Universities of Technology in order to actualize their potentials;

(ii) that the provision of special incentives would encourage learners to seek admission in technical-related disciplines in tertiary institutions in Nigeria; and


(iii) put in place special incentives for students of Colleges of Education (Technical), Polytechnics and Universities of Technology in Nigeria.

5.73 Memorandum from the FCT on Strengthening of Entrepreneurship Education in Tertiary Institutions through the Provision of Startup Kits to Graduating Students for Self-Reliance

The Memorandum drew attention to the need to strengthen the study of entrepreneurship education in tertiary institutions through the provision of Startup Kits to graduating students to enable them establish small and medium scale enterprises.

31

Prayer


note that:

(i) Entrepreneurship Education in Tertiary Institutions require strong political will for it to be successful;

(ii) graduates of Tertiary Institutions in Nigeria need assistance to set up their businesses immediately after graduation; and

(iii) inadequate financial resources of parents to provide work tools to the graduating students hinder the spread of small and medium scale businesses;

urge:

(iv) FME, States and the FCT to provide more qualified lecturers and facilities for Entrepreneurship Education in Tertiary Institutions;

(v) parents and educational institutions to contribute towards the provision of startup kits for graduating students of Entrepreneurship Education; and

(vi) Tertiary Institutions to intensify efforts at accessing the existing entrepreneurship intervention fund by TETFund.

5.80 EDUCATIONAL PLANNING REFERENCE COMMITTEE

5.81 Memorandum from the National Commission for Nomadic Education (NCNE), on the need to strengthen Information and Communication Technology (ICT) for Hard-to-Reach Schools for Self-Reliance in Nigeria

The Memorandum geared towards the strengthening of Information and

Communication Technology (ICT) in Hard-to-Reach Schools (pastoral farmers, nomads, migrant fishermen etc) in the States and the FCT, to ensure that the nomads are fully integrated into the use of ICT for self-reliance in the 21st century as well as to facilitate the achievement of Education 2030 Agenda.

Prayer Council is invited to; note:

(i) that due to paucity of funds, the Commission could not fully deploy and train ICT teachers in Hard-to-Reach schools;

32

(ii) the inadequate support by States and the FCT for the provision of infrastructure and deployment of ICT teachers in Hard-to-Reach schools; and


(iii) intensify efforts in the provision of Infrastructure and deployment of ICT teachers in Hard-to-Reach schools for self-reliance as well as the achievement of Education 2030 Agenda;

(iv) source for additional support from Development Partners (DPs) and

other donors in the provision of ICT infrastructure as well as training of ICT teachers in Hard-to-Reach schools to facilitate education for self-reliance and fast track attainment of goal 4 of SDGs among nomads in Nigeria;

(v) explore Public and Private Partnership (PPP) model in the provision of ICT infrastructure and training of ICT teachers in Hard-to-Reach schools; and

(vi) collaborate with the Commission in sourcing for additional support for effective deployment of ICT in Hard-to-Reach schools.

5.82 Memorandum from the National Institute for Educational Planning and Administration (NIEPA) on the need for Continuous Capacity Development Programme on Entrepreneurial Innovative skills for Educational Planners and Administrators.

The Memorandum intimated on the need to strategise and ensure that Education for Self-Reliance is achieved in accordance with Education 2030 Agenda by supporting NIEPA to execute its core mandate of equipping and enhancing the competence of serving Educational Planners and Administrators on entrepreneurial innovative skills through Continuous Capacity Development Programme.

Prayer

Council is invited to; note the:

(i) existing capacity gaps of Educational Planners and Administrators on entrepreneurial innovative skills;

(ii) need to support NIEPA to develop and equip the capacity of Education Planners and Administrators on entrepreneurial innovative skills through its Continuous Capacity Building and Development Programme;

33

urge FME, States, the FCT and other Stakeholders to:

(iii) support the plan of NIEPA to coordinate and conduct capacity development activities for Educational Planners, Administrators and managers on entrepreneurial innovative skills for self-reliance and quality education at all levels;

(iv) implore all Educational Managers and Administrators to patronize NIEPA for their capacity building for programmes on entrepreneurial innovative skills; and

approve;

(v) the mandatory Continuous Capacity Building and Development Programmes on entrepreneurial innovative skills for serving Educational Planners, Administrators and Managers.

5.83 Memorandum from the FCT on the need to strengthen NYSC Skills Acquisition and Entrepreneurship Development (SAED) Programme for Self-Reliance

The Memorandum drew attention to the need to review the implementation strategy of the National Youth Service Corps (NYSC) Skills Acquisition and Entrepreneurship Development (SAED) Programme in order to sufficiently develop and equip Corps members with suitable as well as employable skills for self-employment and hence become self-reliant.

Prayer


note:

(i) that the NYSC Skills Acquisition and Entrepreneurship Development (SAED) Programme, inspite its laudable objectives, has not yielded the desired impact in reducing unemployment rate, considering the short

duration of 10 days out of one year (365 days) service;

(ii) the need for the NYSC to review upward the implementation strategy with respect to the training duration of its Skills Acquisition and Entrepreneurship Development (SAED) Programme;

urge NYSC to:

(iii) review upward the implementation strategy considering the elongation period in respect to training duration from 10 days to 3 months of its Skill Acquisition and Entrepreneurship Development (SAED) Programme; and

(iv) integrate the SAED into the Community Development Services (CDS) in order to sufficiently develop and equip Corps members with saleable skills for self-employment and Self-Reliance.

34

5.90 QUALITY ASSURANCE REFERENCE COMMITTEE

5.91 Memorandum from Federal Ministry of Education (FME) on the Draft National Policy on Library and Information Systems The Memorandum apprised on a draft National Policy on Library and Information Systems developed for Nigeria and sought for its recommendation to the Council for approval as a policy document for Library Services in Nigeria. Prayer


note that:

(i) a draft National Policy on Library and Information Systems has been developed for use as a policy document for library services in Nigeria;

(ii) the policy document provides distinct and defined guidelines for library services;

(iii) the implementation of the policy will improve reading culture, standard in education and harmonize library services; and

approve:

(iv) the draft National Policy on Library and Information Systems as a policy document for Library and Information Systems activities in Nigeria for the achievement of educational goals.

5.92 Memorandum from Abia State on Strengthening Quality Assurance

Mechanism for Effective Monitoring of Vocational Centres for Self-Reliance

The Memorandum drew the attention to the need to strengthen Quality Assurance for effective monitoring of Vocational Education Centres in States and the FCT for independent, responsible and democratic involvement in Technical and Vocational Education for Self-Reliance.

Prayer


Note the:

(i) weaknesses of existing Quality Assurance Mechanisms in monitoring the Vocational Centres;

(ii) low involvement of Private Sector and other Stakeholders;

35

(iii) the need for effective monitoring of the Vocational Centres for Self-Reliance;

(iv) need for the use of ICT in strengthening Quality Assurance Mechanism for Self-Reliance; and


(v) strengthen the Quality Assurance Mechanisms for effective monitoring of the Vocational Centres for self-reliance; and

(vi) scale up involvement of the Private Sector and other Stakeholders in supporting Vocational Centres.

6.00 REPORTS FROM FME PARASTATALS, STATES AND FCT

Council is invited to:

note:

(i) that twelve (12) FME Parastatals (NECO, UBEC, NIEPA, NUC, NCCE, NERDC, NBTE, NABTEB, NMC, TRCN, NMEC, NABTEB and NTI) presented reports;

(ii) that 31 States and the FCT presented their reports, Cross River submitted but did not present, while Adamawa, Delta, Gombe and Zamfara States did not;

(iii) the achievements and challenges of FME Parastatals, States and the FCT towards the implementation of NCE decisions; and

urge:

(iv) FME Parastatals, States and the FCT to intensify efforts in the implementation of NCE decisions;

commend:

(v) FME Parastatals, States, the FCT and other stakeholders that attended the 79th JCCE Plenary meeting for their meaningful participation and presentation of reports on NCE decisions.

7.00 PROPOSED THEME FOR 2019/2020 JCCE AND NCE MEETINGS

From the proposed themes submitted at the 79th JCCE Plenary meeting held in Osogbo, Osun State,the theme Eradicating Out-of-School Children Phenomenon:A Tool for the Achievement of Education 2030 Agenda was adopted for recommendation to the Council for the 2019/2020 JCCE and NCE Meetings.

36

Prayer


note:

(i) The proposed theme for 2019/2020 JCCE and NCE Meetings; and

consider and approve:

(ii) The proposed theme Eradicating Out-of-School Children Phenomenon: A Tool for the Achievement of Education 2030

Agenda for the 2019/2020 JCCE and NCE meetings.

8.00 ADOPTION OF SUMMARY OF RECOMMENDATIONS

A delegate from Imo State moved the motion for the adoption of the Summary of Recommendations and seconded by a delegate from Kaduna State.

4th - wednesday, 6 november, 2019 summary of

Documents