Education Projects (Nigeria)

Mark Williams Excerpts

Tuesday 20th March 2012 Commons Chamber

[Mr Mark Williams (Ceredigion) (LD)]

First, let me congratulate my hon. Friend the Member for Harrow East (Bob Blackman) on securing the debate. Harrow is a lot easier to pronounce than Ceredigion, but I thank him for his efforts and for allowing me to make a brief contribution to the debate.

My hon. Friend has covered much of the ground regarding our visit to Nigeria, but I just want to reflect briefly on the position of teachers in Nigeria and particularly on the opportunities for meaningful teacher training. The four schools we visited near Abuja and in Lagos were certainly characterised by enthusiastic young people but also by inadequate resources and old-style “chalk and talk” teaching delivered from the front of overcrowded classrooms rather than through engagement with young people. Despite that, the young people we met seemed captivated by the experience and willing to sit it out to progress and try to advance themselves. I shall not forget being taken to a library in one of the schools we visited and seeing a couple of shelves of books, most of which seemed to be redundant computer manuals relating to four redundant computers—redundant because the school had no electricity supply—in the corner of the room.

In addition to what my hon. Friend said in reporting back our experiences, my hope tonight is that DFID will ensure in its reflections on strategies to support teacher training that teachers have the skills they need to teach in a way that is participatory and responsive to individual young people. In other words, while we remain concerned about the scale of the challenge, with the 800,000 people whom DFID projects are going to help back into classrooms, including 600,000 young girls, I hope that quality will become a feature of the teaching debate, not just quantity.

[Mrs Grant]

Does my hon. Friend agree that notwithstanding the enthusiasm of both children and teachers, while we were there we certainly saw evidence of the very large classes, lots of children and sometimes the inadequacy of teacher training?

[Mr Williams]

I am grateful for my hon. Friend’s intervention. I shall come on to that. In a previous life I used to be a primary school teacher. The prospect of teaching 36 children in a school in the west country or in rural Powys fades into insignificance when compared with the size of the classes that we saw in Nigeria.

My hon. Friend the Member for Harrow East will recall a conversation that he and I had in Abuja with Mrs Ozumba, the federal head of primary education, which revealed the problems that Nigeria clasically faces. She said that Nigeria does not have enough people willing to be teachers, especially in rural areas. The profession is not incentivised. There is minimal job security and there are instances of teachers not being paid at all. There is little focus on technical and vocational areas of the curriculum which could benefit the Nigerian economy. Only pre-service teacher training is available. There is little, if any, in-service teacher training, and there is a need to build and cascade down some semblance of a teacher training structure.

There is, as my hon. Friend mentioned, a severe shortage of female teachers, who are essential as role models for young girls in school, and to encourage girls to stay in school and to be allowed by their parents to remain in school. With reference to the conditions that teachers as well as children face, I also remember the Yangoji junior secondary school near Abuja, where there were 788 children with no water supply whatsoever, the borehole that did not yield any water, and the children sitting in classes of 70. That was an issue for the children, but it was an issue also for the teachers.

Despite all the problems, the scale of the problems, the estimated 8.5 million children out of school, the huge sensitivities in the northern territories, and the gender divide, there is vast potential. That is the word that stays in my mind from my first visit to Africa, to Nigeria—the huge potential for that country. It is being advanced through laudable DFID schemes, the awakening of civic society via the school-based management committees that we heard about this evening, and a healthy questioning of where money is being spent. The press in Nigeria is a free press, challenging politicians to account for the money that is being spent and challenging the federal Government to honour the spending commitments that they have made.

DFID’s work remains essential and is much appreciated. The infrastructure works, and sanitation and building projects are evidently succeeding, but I hope DFID will continue with the third sector and the Nigerian Government to look at the human investment required in education. I end with one harrowing piece of research, commissioned by DFID, which suggested that of 42,000 grade 3 teachers in Kwara state who were given a test that their young students should have passed, only 19 passed. In short, I hope we will continue to emphasise and build upon the quality of education, as well as the quantity.