Exploring the Access and Equity dimensions of Quality Education in the context of SDGs Lessons from DFID’s Education Sector Support Programme in Nigeria

Ronke Ogunmakin^1,

¹Department of Educational Foundation, Faculty of Education, National Open University of Nigeria, Lagos, Nigeria

Cite this paper:
Ronke Ogunmakin. Exploring the Access and Equity dimensions of Quality Education in the context of SDGs Lessons from DFID’s Education Sector Support Programme in Nigeria. American Journal of Educational Research. 2018; 6(4):288-296. doi: 10.12691/education-6-4-1

Abstract

This paper aims to explore the nexus between quality learning at the primary level of education, access and equity. A stratified sampling design was used. The survey covered primary schools in the six ESSPIN states-Enugu, Jigawa, Kaduna, Kano and Lagos. The sampling frame was compiled using the annual school census (ASC) with stratification by ESSPIN phases and whether or not the schools had participated in an earlier attempt to measure learning outcomes. Teachers were randomly sampled within selected schools in the survey. Teachers within each school were sampled from the population present in the school on the day of the survey visit and from those teaching grades 1–6 in the present term, using the school's teacher attendance register. Pupils were sampled from the pupil registers for grade 2 and 4 classes. The research confirmed that ESSPIN schools are performing better than the control schools on inclusiveness, spatial inclusion, and children's inclusiveness. There are evidences that the poorest children are benefiting disproportionately from ESSPIN, and that ESSPIN schools have smaller wealth disparities than non-ESSPIN ones. Disparities in pupil's learning outcomes in rural vis-à-vis urban schools were significant. Similarly, pupils from 'poorer' backgrounds performed starkly worse than others.

Keywords:
quality access equity and learning

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