National Education Quality Assurance Handbook 2016

Federal Ministry of Education
Federal Education Quality Assurance Service
National Education Quality

Assurance Handbook for
Basic and Secondary
Education in Nigeria
1
Contents
Abbreviations ..........................................................................................................................vi
Foreword .................................................................................................................................vii
Acknowledgement ................................................................................................................viii
Introduction .............................................................................................................................ix
Part one: The national and state models of Education Quality Assurance (EQA)
concept, principles and National Quality Assurance standards .....................................1
Chapter 1: Background and Context ...................................................................................2
Chapter 2: Principles and Ideals of Education Quality Assurance .................................5
2.1 Introduction ...........................................................................................................5
2.2 Principles of Education Quality Assurance ......................................................5
2.3 The ideals that underpin education quality assurance ..................................5
2.4 The ideals that underpin education quality assurance
practice in Nigeria ................................................................................................6
Chapter 3: National Education Quality Standards ............................................................7
3.1 Introduction ...........................................................................................................7
3.2.1 Outcomes for learners .........................................................................................7
3.1.1 Early Child Care and Development/Pre-primary education (ECCD) .............7
3.2.2 Primary education ................................................................................................8
3.2.3 Junior Secondary education ..............................................................................9
3.3 The Requirements of Provision ........................................................................10
3.3.1 The quality of Teaching and learning: .............................................................10
3.3.2 The quality of the Curriculum and other Activities ........................................11
3.3.3 The quality of Care, Guidance and Safety .....................................................11
3.3.4 The quality of the Learning environment ........................................................12
3.3.5 The effectiveness of the Leadership and management ...............................12
Part two: The Evaluation Schedule, Quality Assurance process with arrangement for
consistent External and School Self-evaluation processes ............................................13
Chapter 4: Evaluation Schedule ..........................................................................................14
4.1 Introduction .........................................................................................................14
ii
4.2 Evaluating Aspects ............................................................................................14
4.2.1 Structure of the Evaluation Schedule ...............................................................14
Chapter 5: Types of Evaluation .........................................................................................31
5.1. Introduction .........................................................................................................31
5.1.1 Whole School Evaluation ...................................................................................31
5.2.2 Special Evaluation ..............................................................................................31
5.2.3 Accreditation evaluation ....................................................................................32
5.2.4 Follow-through Evaluation ................................................................................32
Chapter 6: School Self-evaluation .....................................................................................33
6.1 Introduction .........................................................................................................33
6.2 Key Points ...........................................................................................................33
6.3 Pre-SS–e process .............................................................................................33
6.4.0 Relationship between school SS-e and EE ...................................................34
6.5.0 Pre SS-e questions: .........................................................................................35
6.5.1 How well are we doing? ...................................................................................35
6.5.2 Schools evaluate the quality of provision? ....................................................36
6.6.0 The Evaluation questions ..................................................................................36
6.6.1 SS-e Question One: .........................................................................................36
6.6.2 SS-e Question two: ............................................................................................37
6.6.3 SS-e Question Three: ........................................................................................37
6.6.4 SS-e Question Four: ..........................................................................................38
6.6.5 SS-e Question Five: ...........................................................................................38
6.7. Advice on completing the SEF .........................................................................39
Chapter 7: School Development Plan (SDP) ....................................................................44
7.1 Introduction .........................................................................................................44
7.2 Diagrammatic Representation of SDP Process ...........................................45
7.3 Key questions for operational planning an SDP ...........................................45
Chapter 8: The process of External Evaluation ................................................................47
8.1 Introduction .........................................................................................................47
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8.2. The External Evaluation (EE) process ..............................................................47
8.2.1 What external evaluators will judge .................................................................47
8.2.2 Stages in External Evaluation ..........................................................................48
8.3.1 Scheduling of External Evaluation of schools ................................................49
8.3.2 Notification of school scheduled for EE .........................................................49
8.3.3 Before leaving the school, the LE collects the following: ............................50
8.3.4 Pre- evaluation: Team meeting and allocation of roles, responsibilities
and tasks to the team The LE: ..........................................................................50
8.3.5 Deployment of Aspects Form ...........................................................................51
8.3.6 Allocation of tasks and activities for the external evaluation processes ......51
8.3.7 Evaluators’ Timetable .........................................................................................51
8.3.8 Pre-evaluation meeting with the evaluation team .........................................53
8.4.1. Steps in EE ..........................................................................................................54
8.4.2 Gathering evidence ............................................................................................55
8.4.3 Evaluation of learners’ achievement, attainment and progress
over time: ............................................................................................................55
8.4.4 Evaluation of learners’ progress during lessons: ..........................................55
8.4.5 Use of Aide memoire for lesson observation ................................................56
8.4.6 The success or otherwise of the lesson ..........................................................57
8.4.7 The involvement of the principal/head teacher in EE ...................................58
8.4.8 Joint lesson observations .................................................................................58
8.5.1 Introduction .........................................................................................................59
8.5.2 Gathering evidence on tasks and other Activities ........................................60
8.5.3 Some guidance for scrutinising learners’ work interviews ..........................60
8.5.4 Recording Evidence Form (EF) on Aspects, Tasks and Activities .............68
8.4.6 Feedback to teachers observed ......................................................................69
8.6.1 Collation of evidence and making judgment .................................................70
8.6.2 Individual QAE Collation ...................................................................................70
8.6.3 Team’s collation and corporate judgment ......................................................71
8.6.4 EE team securing Judgments ...........................................................................71
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8.6.5 Validating SEF .....................................................................................................72
8.5.5 School briefing / feedback ..............................................................................74
8.7.1 Guidance on writing External Evaluation report .............................................76
8.7.2 How EE report should be issued ...................................................................77
8.7.3 Validating EE reports ..........................................................................................77
8.6.5 The purposes of validating external evaluations are to: ...............................78
8.6.6 Publication and dissemination of report .......................................................78
Chapter 9: Code of conduct ................................................................................................84
9.1 Introduction .........................................................................................................84
9.2 Code of conduct for QAEs: .............................................................................84
Part three: Training, accreditation and professional development of Education
Quality Assurance Evaluators .........................................................................86
Chapter 10: Training and Accreditation of Education Quality
Assurance Evaluators ...................................................................................87
10.1 Accreditation of External Education Quality Assurance Evaluators ..........87
10.2 Accreditation criteria .........................................................................................88
10.3 Personal Attributes ............................................................................................88
Chapter 11: The Quality Assurance Process for Accreditation of Education
Quality Assurance Evaluators .......................................................................90
11.1 Accreditation process .......................................................................................90
11.2 Continuous Professional Development (CPD) of Accredited
Education Quality Assurance Evaluator ..........................................................91
Chapter 12: Training Syllabus .............................................................................................92
12.1 Introduction .........................................................................................................92
12.2 Written Assessment .........................................................................................93
12.3 Shadow Evaluation ............................................................................................93
12.4 Quality Assurance Mentoring (QAM) ...............................................................94
12.5 The Process of Quality Assurance Arrangements ........................................96
12.6 Supporting documentation for the quality assurance of External
Evaluations of schools ......................................................................................96
Appendix ...............................................................................................................................96
Definition of Terms ...............................................................................................................96
v
Abbreviations
BECE Basic Education Certificate Examination

CUBE Capacity for Universal Basic Education
CPD Continuous Professional Development
DFID Department for International Development
ECCD Early Child Care and Development
EE External Evaluation
EMIS Education Management Information System
ESSPIN Education Sector Support Programme In Nigeria
EQA Education Quality Assurance
FEQAS Federal Education Quality Assurance Service
FIS Federal Inspectorate Service
FME Federal Ministry of Education
JAMB Joint Admissions & Matriculation Board
LE Lead Evaluator
LRC Learners’ Representative Council
NEQAB National Education Quality Assurance Body
NEQAH National Education Quality Assurance Handbook
NEQAP National Education Quality Assurance Policy
NABTEB National Business and Technical Education Board
NECO National Examinations Council
NCE National Council on Education
NFE Non-Formal Education
NGO Non- Governmental Organization
NERDC Nigeria Educational Research and Development Council
ORASS Operation Reach All Secondary Schools.
PTA Parent/ Teacher Association
QA Quality Assurance
QAEs Quality Assurance Evaluators
QAM Quality Assurance Mentor
QAR Quality Assurance Reader
SBMC School Based Management Committee
SDP School Development Plan
SEF School Evaluation Form
SS-e School Self-evaluation
SEQAB State Education Quality Assurance Body
SMoE State Ministry of Education
SS-e School Self-evaluation
vi
SSIT State Support Improvement Team
SUBEB State Universal Basic Education Board
TRCN Teachers’ Registration Council of Nigeria
UBEC Universal Basic Education Commission
UKaid United Kingdom Foreign Aid
WAEC West African Examinations Council
WSE Whole School Evaluation
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Foreword
One of the major concerns of government in the early part of the present millennium was
improving the quality of education being provided to learners in institutions below the
tertiary level. This is because over the years, the mode of inspection of schools did not lead
to the expected improvement in learners’ outcomes. It was devoid of standard evaluation
guidelines and largely limited to diagnosis without helpful support for school improvement.
This desire to provide quality education spurred the Federal Ministry of Education to request
the National Council on Education (NCE) in its 2007 meeting, to approve the shift from the
old system of inspection to education Quality Assurance (QA) using the Whole School
Evaluation (WSE) strategy.
Education Quality Assurance (EQA) is a process of monitoring, assessing, evaluating and
reporting objectively based on agreed quality standards, all aspects of school life to ensure
that acceptable standards are attained, maintained and improved upon continually. QA
processes and practices are dynamic and provide the needed guidance and support to
schools for consistent improvement in learning outcomes.
In 2009, the need to have uniform and standard quality assurance processes and practices
for the nation to guide all QA evaluations necessitated the development and publication of
the first quality Education Quality Assurance Handbook for Nigeria and Quality Assurance
Instrument for Basic and Secondary Education in Nigeria. These were quickly revised in 2015
having gained some practical experiences that needed to be reflected. Currently however,
emerging global trends in QA processes. It has also become imperative to align the recently
approved National Education Quality Assurance Policy (NEQAP) with the Handbook.
Another unique feature of the current publication is the merger of the QA handbook and the
QA Instrument into a single National Education Quality Assurance Handbook for Basic and
Secondary Education in Nigeria, which makes it less cumbersome for use by QA evaluators.
This handbook is therefore, a comprehensive document for QA evaluation of institutions
below tertiary level which is the result of collaborative work with major stakeholders in
education. The handbook contains information on quality standards, QA principles, and the
evaluation schedule which is based on Whole School Evaluation (WSE) strategy of external
and internal school evaluation processes and practices.
This is a product of high level research which will serve as a useful companion to education
evaluators, school managers, proprietors of schools and all stakeholders in the quality
assurance process and practice.
I would like to acknowledge and commend the contributions and technical support of DFID/
ESSPIN, the untiring efforts of the Federal Education Quality Assurance Service FEQAS and
UBEC staff, Lagos State Office of Quality Assurance and Kaduna State Quality Assurance
Board towards the production of this invaluable Handbook.
Mal. Adamu Adamu

Honourable Minister of Education
Federal Ministry of Education, Abuja, Nigeria.
viii
Acknowledgement
The National Education Quality Assurance Handbook for Basic and Secondary
Education in Nigeria is a product of the review of the Education Quality Assurance
Handbook for Nigeria and the Quality Assurance Instrument for Basic and
Secondary Education in Nigeria. The review process involved the participation and
collaboration of key stakeholders coordinated by the Federal Ministry of Education
through the Federal Education Quality Assurance Service (FEQAS). This is with
a view to having a viable and comprehensive standard document that will be
nationally acceptable and globally relevant in guiding the processes and activities
of education quality assurance in schools and institutions below tertiary level.
I appreciate the support of the Honourable Minister of Education, Mal. Adamu

Adamu and the Minister of State for Education, Prof. A. Onwuka, who have shown
keen commitment to ensuring that FEQAS is re-positioned to effectively carry out
her responsibilities of quality assuring schools for improvement.
The Ministry acknowledges the assistance of the Education Sector Support In

Nigeria (ESSPIN), for their technical support which no doubt contributed immensely
to the successful development and publication of this handbook.
Let me also acknowledge and appreciate the Director, FEQAS, Mrs. F. Y. Ahmed and
the former Director, Quality Assurance UBEC, Dr. C. C. Agomoh, Director General,
Lagos State Office of Quality Assurance, Mrs. Ronke Soyombo, the Director, Kaduna
State Quality Assurance Board, Mrs. Elizabeth Garba, staff of FEQAS and UBEC for
their contributions, commitment and tenacity at ensuring that the review was done
successfully.
Dr. (Mrs.) Folashade Esan

Permanent Secretary
Abuja, Nigeria.
ix
x
Introduction
This National Education Quality Assurance Handbook for Basic and Secondary
Education in Nigeria contains information on the principles, processes and practices
that guide the effectiveness of both Internal and External Evaluations of school. It
has three parts:
Part one: The national and state models of Education Quality Assurance
(EQA), concept and process of EQA with arrangements for consistent
External and School Self-evaluation processes.
i. States the vision and Mission and functions of NEQAB and State model.
ii. Explains the concept and process of Education Quality Assurance (EQA).
iii. Explains arrangements for the maintenance of consistent external
evaluation of quality, including Code of Conduct for evaluators.
Part two: The Evaluation Schedule (ES).

iv. Provides guidelines for QA indicators, grades, overall effectiveness, areas
of strength and improvement.
v. Provides guides for the process of conducting self and external evaluations
of both public and private schools.
vi. It is certified to meet various aspects of school provisions, ensuring
uniformity in evaluation processes nationwide.
Part three: Accreditation and professional development.

vii. Provides the quality assurance process for accreditation of education
quality evaluators.
viii. Indicates the training syllabus.
ix. Provides the process of quality assuring the QA processes and report
writing.
*Whenever Quality Assurance (QA) is mentioned in this handbook it refers to

Education Quality Assurance (EQA)
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Part one
The national and state models of

Education Quality Assurance (EQA)
concept, principles and National
Quality Assurance Standards
1
Chapter 1
Background and Context
Section 1
Vision, Mission and Core values of Education Quality Assurance (EQA)
in Nigeria and functions of National Education Quality Assurance Body
(NEQAB) and State model
Definition
EQA involves systematic monitoring, evaluating, regulating and reporting of
educational programmes and practices to ensure that acceptable standards
are attained and maintained. It is a dynamic process that provides the needed
guidance and support to schools for improved learning outcomes for learners.
The vision, mission, core values and functions of NEQAB
Vision
To have a dynamic quality assurance system that ensures effective and
efficient education delivery below tertiary.
Mission
To set agreed National Education Standards that ensures optimal attainment
in all institutions below tertiary level through quality assurance process that
guarantees efficient and effective curriculum delivery and good educational
management for improved learner achievement in a globally competitive
environment.
Core values
• Accountability
• Collaboration
• Integrity and
• Quality service
Functions of the National Education Quality Assurance Body (NEQAB)
It shall:
i. co-ordinate the development of a functional national EQA system and
framework in collaboration with states, Federal Capital Territory (FCT) and
other stakeholders;
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ii. work with the states to organize external evaluations of public and private
schools over an agreed cycle;
iii. support capacity development of states and FCT including mentoring of
evaluators to carry out EQA functions effectively;
iv. work with states to produce and disseminate national EQA documents and
advocacy materials to government, schools, quality assurance evaluators
and the wider public;
v. collate and analyse EQA annual reports of states and FCT to identify
nationwide trends and patterns in the quality of education;
vi. produce and disseminate widely an Annual National State of Education
Report with inputs from states and FCT;
vii. work with States to train, accredit and maintain a database of qualified
education quality assurance evaluators in Nigeria;
viii. establish in collaboration with other stakeholders a national code of
conduct and practice of EQA in Nigeria and ensure compliance; and
ix. advise all tiers of government and private school proprietors to use the
outcome of evaluations to inform policy, planning, training and interventions
to facilitate school improvement.
Section 2
Vision, Mission and functions of a proposed state model
Vision
To have a dynamic quality assurance service that ensures effective and efficient
education delivery below tertiary level.
Mission
To set agreed National and State Education Standards that ensures optimal
attainment in all institutions below tertiary level through quality assurance
process that guarantees efficient and effective curriculum delivery and good
educational management for improved learner achievement in a globally
competitive environment.
Core values
• Accountability
• Collaboration
• Integrity and
• Quality service
3
Functions of State Education Quality Assurance Body
Shall work with the NEQAB to:
i. coordinate the development of a functional state QA system and framework
in collaboration with local governments and other stakeholders;
ii. work with the local governments to organise external evaluations of public
and private schools over an agreed cycle;
iii. support capacity development of state and local governments including
mentoring of evaluators to carry out QA functions effectively;
iv. produce and disseminate EQA documents and advocacy materials to
government, schools, quality assurance evaluators and the wider public;
v. collate and analyse state QA annual reports to identify state- wide trends
and patterns in the quality of education;
vi. Produce and disseminate widely an Annual State of Education Report
(SoER) with inputs from local government;
vii. work with Federal to train, accredit and maintain a database of qualified
education quality assurance evaluators in Nigeria;
viii. establish in collaboration with other stakeholders a national code of
conduct and practice of QA in Nigeria and ensure compliance;
ix. advise states, local governments, private school proprietors and other
stakeholders to use the outcome of evaluations to inform policy, planning
and interventions to facilitate school improvement; and
x. carry out any other activities to enhance QA practices in the states that are
in consonance with NEQAP.
4
Chapter 2
Principles and Ideals of Education Quality

Assurance
2.1 Introduction
QA in Nigeria is a paradigm shift from the former practice of school inspection
to a monitoring and evaluating process that provides a new operative mode
of evaluation. It ensures that evaluation processes and practices are carried
out according to set standards that bring about improvement in outcomes for
learners.
The process is open as the same quality standards and indicators are used for
external and internal evaluations and are made known to all stakeholders. The
findings are valid, reliable and consistent. It also, informs national and state
planning, training and policy developments.
School external evaluation is a painstaking process which involves teams of

evaluators visiting schools through a pre-arranged procedure. Every area of
school life is evaluated using a 5-point scale by both the school undertaking a
self-evaluation and the external evaluators.
2.2 Principles of Education Quality Assurance

The following guiding principles apply to all education quality assurance
activities. They are intended to ensure that:
i. the findings of quality assurance evaluation, both SS-e and EE, shall
contribute to school improvement;
ii. the process of quality assurance promotes inclusion of all learners;
iii. quality assurance is carried out openly with those being evaluated;
iv. all quality assurance evaluations use the same quality standards and the
quality indicators which must be made known to all stakeholders;
v. the findings of quality assurance evaluations are valid, reliable and
consistent; and
vi. the outcomes of evaluations shall inform education policy, planning,
training; and intervention for school improvement.
2.3 The ideals that underpin education quality assurance are that:
i. evaluation acts in the interest of learners and, where relevant, their
parents, to encourage high quality provision;
5
ii. it is impartial, evaluative and diagnostic, assessing quality and
compliance, and providing a clear basis for improvement;
iii. the purpose and the procedures to be used are communicated clearly to
those involved;
iv. evaluation invites and takes account of SS-e by those being evaluated;
v. evaluation is carried out objectively by those who have sufficient and
relevant professional experience, expertise and training;
vi. evidence is recorded, and is of adequate range and quality to secure and
validate judgments;
vii. judgments are based on systematic evaluation and criteria which reflect
a common understanding about quality;
viii. impact is central to judging the quality of educational provision and
processes;
ix. it is built into evaluation activities to ensure that QA principles are met
and quality improved;
x. evaluation informs administrators, policy makers and other education
practitioners about the quality of educational provision;
xi. it informs appropriate targeting of education resources to ensure more
value for money and better results; and
xii. it eliminates all risks to learners by taking proper account of assessment
of safeguards on health, well-being, and the needs of learners,
especially the vulnerable and those with special needs.
2.4 The ideals that underpin education quality assurance

practice in Nigeria.
The synergy between the FEQAS and UBEC shall be strengthened through
a collaborative work plan to cover all education institutions (both public and
private) below tertiary level.
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Chapter 3
National Education Quality Standards
3.1 Introduction
Quality standards are the goals to which all learners, teachers, staff and those
who lead and manage schools should aspire to achieve. They are sometimes
erroneously referred to as minimum standards but these are actually quality
standards that focus on improving learning outcomes. Quality standards should
not be seen as the ceilings for schools as Quality Assurance is about continuous
improvement. Schools should aim at going beyond and above each standard.
Quality standards include learners’ achievement and behaviour, the quality of
Teaching and learning, Curriculum and other Activities, Care, Guidance and
Safety, the Learning environment and Leadership and management.
3.2.1 Outcomes for learners
3.1.1 Early Child Care and Development/Pre-primary education

(ECCD)
Values and Norms
Every child should:

i. have a sense of cooperation and team-spirit;
ii. develop good habits such as good health habits; and
iii. have basic societal norms (such as respect for elders, greetings etc.).
Competence and Skills
Every child should:

i. communicate in his/her own language;
ii. acquire rudiments of numbers, letters, colours, shapes, forms, etc.
through play;
iii. acquire spirit of enquiry and creativity through playing with toys etc.;
iv. have smooth transition from home to school; and
v. be ready for primary education.
7
3.2.2 Primary education
Primary 1-3
Values and Norms
By the end of primary 1-3, every child should:

i. have the ability to adapt to his/her changing environment;
ii. exhibit patriotism, fairness, understanding and tolerance;
iii. have morals and values instilled; and
iv. have respect for constituted authority, rules and regulations.

i. have a foundation for permanent literacy and numeracy;
ii. have the ability to communicate in the mother tongue, the language of
the immediate environment or English language;
iii. have acquired some measure of manipulative skills; and
iv. exhibit safety and security awareness.
Primary 4-6
Values and Norms

i. exhibit patriotism, fairness, understanding and tolerance;
ii. appreciate and demonstrate good morals and values; and
iii. have respect for constituted authority, rules and regulations.
By the end of primary 4 – 6, every child should:

i. exhibit safety and security awareness;
8
ii. acquire manipulative skills to enable him/her function effectively in the
society;
iii. have permanent literacy and numeracy as well as ability to communicate
effectively;
iv. be ready for further educational advancement, trade and craft of the
locality;
v. have sound basis for scientific and reflective thinking;
vi. develop the ability to adapt to the changing environment; and
vii. acquire ICT literacy and skills.
3.2.3. Junior Secondary education

Values and Norms
By the end of junior secondary education, every learner should:

i. develop patriotism and be equipped to contribute to social development;
ii. imbibe values and morals, think independently and appreciate dignity of
labour;
iii. have national consciousness; and
iv. have respect for constituted authority, rules and regulations.
Competence and skills

By the end of junior secondary education at least 70% of learners who attempt
the Basic Education Certificate Examination (BECE) are to achieve at least
credit pass in the core subjects. Learners should:
i. cultivate useful living habits within the society.
ii. develop talents and recognize opportunities for future roles.
iii. acquire science/ technology / commerce / vocational and entrepreneurial
skills at sub- professional grades.
iv. acquire ICT skills.
9
3.2.4 Senior Secondary education
Values and Norms
By the end of Senior Secondary Education, every learner should:

i. have respect for the dignity of the individual;
ii. have creative thinking and respect for the dignity of labour;
iii. have right attitudes and values;
iv. develop and promote Nigerian languages;
v. foster patriotism and national unity;
vi. be morally upright individual, capable of independent and rational
thinking; and
vii. exhibit safety and security awareness.
By the end of Senior Secondary Education, at least 70% of learners are to

achieve at least credit passes in 5 subjects including English language and
Mathematics.
Learners should:
i. acquire ICT skills;
ii. acquire science/ technology / commerce / vocational and entrepreneurial
skills at sub-professional grades;
iii. be able to provide entrepreneurial, technical and vocational job-specific
skills for self- reliance, and for agricultural, industrial, commercial and
economic development;
iv. have competences to aspire for higher education; and
v. acquire competence for self – reliance.
3.3 The Requirements of Provision
3.3.1 The quality of Teaching and learning:

i. Every class, up to Junior Secondary level is to be taught by a qualified
and competent teacher with a minimum of Nigeria Certificate in
10
Education (NCE), and a minimum of Bachelor Degree in Education or
its equivalent, or a first degree in relevant subject(s)and a professional
certificate in education, in the Senior Secondary School;
ii. Nursery learner should not be taught in a class larger than 25;
iii. No primary school learner should be taught in a class larger than 35;
iv. No secondary school learner should be taught in a class larger than 40;
v. Every learner should be continuously assessed to check that sufficient
progress is being made;
vi. Every learner should be able to participate fully in class activities with the
support of the teacher;
vii. Every learner should receive a minimum of 180 days schooling per year;
viii. Every learner should have access to appropriate instructional materials;
ix. All learners with special needs should have appropriate provision to
enhance learning; and
x. Every learner should be taught to apply knowledge and skills.
3.3.2 The quality of the Curriculum and other Activities

i. The core subjects are to be offered in all schools.
ii. The Curriculum will prepare learners for the State and/or National
Common Entrance Examinations.
iii. The Curriculum should develop the whole learner, equipping him/her with
life skills as well as preparing them for BECE/ SSCE/NECO/other relevant
examinations as these are instruments used to assess the attainment of
already defined educational goals below tertiary level.
iv. Curriculum should prepare learners to compete favourably with their
global counterparts.
3.3.3 The quality of Care, Guidance and Safety

i. The school should provide a safe learning and working environment for
learners and teachers.
ii. All schools should have easy access to good sanitation and first aid
facilities.
iii. All schools should ensure that meals served to learners are hygienically
11
prepared, adequate and balanced.
iv. Schools should provide guidance and counselling services including
support for individual creativity/talent, traumatised, indigent and other
vulnerable groups.
v. All schools to give opportunities to learners to express themselves:
through class/peer group meetings, Learners’ Representative Council
(LRC).
vi. Schools to promote safety skills where learners are taught how to stay
safe, protect themselves from harm and how to take responsibility for
their own and other learners’ safety.
3.3.4 The quality of the Learning environment

School should provide:
i. Safe working and learning environment for learners and teachers;
ii. Adequate indoor and outdoor sports/games for learners, especially for
the ECCD;
iii. Perimeter fencing with a school gate manned by security personnel;
iv. Adequate provision for learners with special needs; and
v. Adequate infrastructure and facilities for learners’ development.
3.3.5 The effectiveness of the Leadership and management

i. All school administrators and leaders’ efforts should be channeled
towards improving the achievement of the learners in their care.
ii. Every school should actively engage in SS-e.
iii. Every school should have a SDP which is based on rigorous SS-e and
EE which spells out the areas for improvement.
iv. Every school should have a School Based Management Committee
(SBMC) or other community body as well as Learners’/Students’
Representative Council (SRC) which actively support and influence
school improvement.
v. Ensure the principal /head teacher and all other staff who work with
learners undertake appropriate child protection training.
vi. Empower leaders at all management levels to be more accountable for
the progress of the school.
12
Part two
The Evaluation Schedule, Quality

Assurance process with arrangement
for consistent External and School Self-
evaluation processes
13
Chapter 4
Evaluation Schedule
Section 1
4.1 Introduction
Evaluation Schedule (ES) is the heart of QA in schools. It is the instrument for
measuring quality in schools. It consists of a set of nationally agreed indicators,
criteria and Aspects that shall be evaluated in every school (public and private)
below tertiary level to determine the effectiveness and the quality of the
education received by learners.
This instrument shall assist evaluators, and senior officers in schools to evaluate
the quality of education, its impact on learners and the effectiveness of Leadership
and management in maintaining and sustaining school improvement. The ES
sets out the principles of external and internal quality assurance evaluation of
schools. The schedule includes the seven Aspects and their key issues and
pitch judgments, which are used to moderate evaluation judgments.
It guides the main steps in the process of:

i. planning external evaluations;
ii. gathering first-hand evidence in schools;
iii. reaching judgments about the schools’ effectiveness, and
iv. drafting summary report of the main findings.
Evaluating Aspects
Section 2
4.2 Evaluating Aspects
This section of the ES shall be used in all government and private education
institutions below tertiary level in Nigeria for both SS-e and EE. It contains
the criteria, pitched judgments, key issues, grades, descriptors and overall
effectiveness.
4.2.1 Structure of the Evaluation Schedule

The evaluation schedule is structured around the following:
14
(A) Outcomes for learners:
i. Achievement and standards, and
ii. Learners’ personal skills and Participation.
(B) The quality of provision:

i. The quality of Teaching and learning;
ii. The quality of the Curriculum and other activities;
iii. The quality of Care, Guidance and Safety; and
iv. The quality of the Learning environment.
(C) The Effectiveness of Leadership and management
(D) Judgment grades and descriptors
Each Aspect and the overall effectiveness shall be evaluated and graded based
on quality of performance supported by robust evidence collected during QA
evaluations using the five-point scale and descriptors below.
Five- point scale for grading quality of performance of Aspects
Descriptors Grades
Outstanding (highest) 1
Good 2
Fair 3
Poor 4
Very poor (lowest) 5
(E) Pitched Judgments
These are agreed model judgments and grades based on evidence collected
to support each Aspect evaluated during external and self-evaluations to arrive
at fair judgments. For each Aspect, there are pitched judgments to support
both external evaluators and schools self-evaluation to arrive at fair judgments.
Pitched judgments should be used to see where the team’s judgments best fit
the grades and descriptors.
15
A. Outcome of learners
(Ai) Achievement and standards
Evaluate:
How well do learners achieve?

i. Evaluators need to link quality standards and the standards for primary,
junior secondary and senior secondary in the subjects being evaluated)
ii. Are the standards reached by learners high enough? (QAEs need to link
with Quality standards and expected standards for the basic and senior
secondary schools evaluated).
iii. How well do learners make progress? Take into account any significant
variations between groups of learners including the relative progress of
boys and girls, and different groups and individuals, especially those of
different ethnic backgrounds.
iv. How well do learners with special needs make progress?
To collect sufficient evidence to make professional judgments about quality,

evaluators should consider:
Key issues Evidence to be found through

1. Learners’ Achievement consistent across Look through learners’ results if performance in subjects are
all subjects and grade levels? regular and consistent across classes
2. Level of learners’ achievement in MLA in Test results (NB: it is not appropriate for evaluators to set
relation to the national mean performance. tests during a quality assurance evaluation) Evaluators
should use the results of external and internal tests alongside
3. Level of learners’ achievement in public their own professional assessment of the level of work in
examinations (BECE, SSCE, NABTEB, Trade learners’ books.
Tests, and NFE Certificate etc.)
4. Level of learners’ achievement in internal Use the records of internal exam results and tests. Check
examinations and tests. also learners’ exercise books and test papers.
5. Level of schools’ achievement in relation to National curriculum and State schemes of learners’
National Learning Target/state benchmarks workbooks
6. Learners’ work in exercise books in Analysis of learners’ work
comparison with that of learners in similar
schools in similar situation.
7. Learners’ proficiency in the language of Learners’ interview
instruction (oral and written)
Learners’ work scrutiny
8. Performance of school/center in external Look through school records learners’ and teachers’
competitions (science, art, culture, sports, interview
debate, drama, quizzes, essays, exhibitions,
etc.) in the last three years.
16
Pitched judgments for Achievement and standards
Out- Consistency of Learners’ achievement across all subjects and grade levels is very good
standing over time (3 consecutive years). Almost all learners including those with special needs make
remarkable achievement when performance is compared with their starting point. Learners’
achievements in set standards are excellent with 75% and above scoring credits or more in 5
subjects including English language and Mathematics in certificate examinations and thus are
able to transit to upper levels. 90% or above of those who entered for internal examinations
or tests obtained passes in 60% of the subjects. Learners’ school work shows that much
learning and development are taking place as evidenced by overall class performance and
skill acquisition. Learners with special needs make excellent progress. The level of school’s
achievement in relation to National Learning Target is very good. Continuous Assessment
exercises are regular and sources of scores are varied. Learners win many laurels in inter-and-
intra-school competitions, sports, debates and others. There are intervention strategies in place
to narrow the gaps identified through assessment of learners’ work.
Good All groups of learners are making good progress given their entry point. Consistency of learners’
achievement across all subjects and grade levels is good as 60% - 74% of learners score 5
credits or more in 5 subjects including English language and Mathematics. 70% - 89% of those
who entered for internal examinations or tests obtained passes in 60% of the subjects. Level
of school’s achievement in relation to National learning target is above average. Learners’
schoolwork shows that significant learning and development are taking place as evidenced by
overall class performance and skill acquisition, including social and communication skills in
ECCD. Continuous Assessment exercises are regular and sources of scores are varied. There is
remarkable progress in performance of learners. Participation and success of learners in intra-
and inter school competitions are good. There are intervention strategies in place to narrow the
gaps identified through assessment of learners’ work.
Fair Consistency of learners’ achievements across all subjects and grade levels is fair, over time (3
consecutive years). All groups of learners are making satisfactory progress given their entry
points. 45% - 59% of learners score 5 credits or more in 5 subjects including English language
and Mathematics in external examinations. 50% - 69% of learners who entered for internal
examinations and tests obtained passes in 60% of the subject. Level of school achievement
in relation to National Learning Target is average. Learners’ school work shows that some
learning and development are taking place as seen in the overall class performance and skill
acquisition. Continuous Assessment exercises are regular but sources not varied. There is room
for improvement. Learners including those with special needs make just satisfactory progress.
Participation and success in competitions are not remarkable. Schools are beginning to narrow
the gaps identified in assessment through some interventions.
Poor Standards are not high enough when set against learners’ starting points. Consistency of
learners’ achievement across all subjects and grade levels is low. Between 30% and 44% of
learners score 5 credits or more in 5 subjects including English language and Mathematics in
their certificate examinations as a result majority cannot progress to the next level. 40% - 49%
of learners who entered for internal examinations and tests obtained passes in 60% of the
subjects. Level of schools achievement in relation to National learning target is below average.
Learners’ school work shows that little learning and developments are taking place as evidenced
by overall class performance and skill acquisition. Continuous Assessment exercises are not
regular and sources not varied. A considerable number of learners including those with special
needs underachieve significantly. Hence, learners make insufficient progress in learning. There
is little participation or success in competitions. Strategies to close identified gaps are not fully
in place.
Very Poor Learners’ achievement across all subjects and grade levels is not consistent. Below 30% of
learners’ score 5 credits or more in 5 subjects including English language and Mathematics in
their certificate examinations as a result less than 30% of learners ‘progress to the next level.
Below 40% of learners’ who entered for internal examinations and tests obtained passes in 60%
of the subjects. Standards are low when set against learners’ starting points. Level of school’s
achievement in relation to National Learning Target is very low. Some groups such as those with
special needs underachieve significantly. Continuous Assessment exercises are very irregular
and consist mainly of tests. There is hardly any participation in competitions. Schools do not
make effort to close identified gaps.
17
(A) ii. Learners’ Personal skills and Participation
Evaluate:
How good are the overall personal skills and Participation of learners?
Including:
i. the extent of learners’ spiritual, moral, social and cultural development;
ii. the extent to which learners adopt healthy and safe lifestyles;
iii. how well learners enjoy their education ;
iv. the attendance of learners at school ;
v. the behaviour of learners;
vi. the extent to which learners make positive contribution to the community;
vii. how well learners develop workplace and other skills that will contribute
to their future economic well-being; and
viii. the extent to which learners participate in decision making on improving
their school and in matters which affect them.

Key issues Evidence

1. Opportunities to participate and take on extra Discussion with learners, SBMC observation of learners
responsibilities are given to learners. around the school and scrutiny of school records.
2. Extent of building learners’ skills through par- Discussion with learners, teachers and parents.
ticipation in co and extra-curricular activities. Observation.
3. Gifted learners and those with special talents Observation. Discussion with learners and staff. Review
and abilities are allowed to thrive, while sup- of learners’ crafts and school records.
porting those with learning challenges.
4. Learners demonstrate proper conduct at Observation.
break time and move about in the school in
an orderly manner.
5. The school is free from bullying and other Discussion with learners, teachers, SBMC and parents.
forms of harassment. Observation of learners at play and other school
activities, and scrutiny of school records.
6. Learner/learner, and staff/learner relationships Discussion with learners, teachers and parents.
appropriate and positive Observation
7. Learners demonstrate confidence and show Discussion with learners. Observation.
that they have self-esteem.
8. Learners attend school regularly. Scrutiny of school records. Observation and discussion
with SBMC.
9. Learners enjoy their education as good per- Discussion with learners and parents. Observation.
formance is celebrated Review of school records (displayed learners’ work).
10. Impact of Learner Representative Council. Discussion with staff, SBMC and learners. Scrutiny of
school records. Observation.
18
11. Learners make contributions to the communi- Discussion with learners, SBMCs, parents and the
ty beyond the school. community. Scrutiny of school records. Observation.
12. Learners are given opportunities to work with Discussion with staff, SBMC, learners and parents.
staff and SBMC to solve problems. Observation and scrutiny of school records.
13. Learners play a role in the development of Discussion with staff, learners, SBMC andd parents.
school rules and decisions that affect them Observation.
Pitched Judgment for Learners’ Personal skills and Participation
Evaluating Learners’ personal skills and participation
Out- Learners enjoy school/classes/lessons a great deal as they are regular at school and show
standing willingness and eagerness to learn. Learners are prompt and disciplined as reflected in their
positive attitudes to learning. Learners participate actively in all school activities and good
performance is celebrated. They accommodate persons from other cultural and religious groups.
Above all, learners feel very safe in the absence of bullying, cultism and examination malpractice
and are given the opportunity and support to report any such incidents if and when they
happen. Learners know that their concerns and interests are represented through the Learners’
Representative Council. Learners make contributions to their community beyond the school and
are eager to take up roles to serve the school.
Good Learners enjoy school/classes/lessons as demonstrated by their considerate behaviour and
positive attitudes to learning. Learners participate actively in most of the school’s activities.
They develop commitment to inter-communal harmony. They make significant overall progress
in developing their personal qualities that will enable them to contribute effectively to the
community and eventually to transfer to working roles. They feel safe because there are
negligible cases of bullying, cultism and examination malpractice and they feel safe to report
such cases if and when they happen. The Learners’ Representative Council is operational.
Fair Learners attend school/classes/lessons most of the time. Learners’ personal relationships,
development and well -being are adequate in some respects. Learners’ participate actively
in some school activities. Learners do not mind living with others but prefer their own kind.
Bullying, cultism and examination malpractice exist but learners are able to cope. Learners
contribute minimally to the community. The Learners’ Representative Council exists but not yet
strong enough to address all issues faced by learners in the school.
Poor Learners do not always enjoy school/classes/lessons and can behave inconsiderately.
Attendance is irregular. Some learners are indifferent to people of other ethnic groups. Bullying,
cultism and examination malpractice are rampant. Learners do not always feel safe, are often
distracted from their studies and do not adopt healthy life-styles. Community contribution is
almost lacking. Learners’ Representative Council is in place but not functional.
Very Poor Learners generally are disaffected and do not enjoy their education as shown by their poor
attitudes, behaviour and attendance. Majority of learners are indifferent and do not participate
in school activities. Learners’ experience religious, gender and other forms of discrimination.
Bullying, cultism and examination malpractice are the order of the day. When threatened, they
do not have confidence that they can get sufficient support. Learners do not engage with the
community or make satisfactory progress in the skills and qualities that will equip them for life.
Learners’ Representative Council is not in place and therefore no structured mechanism for
learners’ participation in decision-making and matters, which affect them.
19
B The Quality of Provision
(Bi) - The quality of Teaching and learning
Evaluate:
How effective are teaching and learning in meeting the full range of
learners’ needs?
And the extent to which learners:

• acquire new knowledge and skills in their work, develop ideas and
understanding;
• show engagement, application and concentration, and are productive;
• develop the skills and capacity to work independently and collaboratively.
The features of teaching that affect learning.

• The quality of Curriculum and other Activities.
• The extent to which the school provides a broad range of worthwhile
curricular opportunities that cares for the interest, aptitudes and particular
needs of learners.
• The quality of Care, Guidance and Safety.
• How well the school ensures learners care, welfare, health and safety?
• Seeks to involve learners in its work and development.
• The extent to which the Learning environment is conducive to effective
learning.
To collect sufficient evidence to make professional judgments about the quality

of Teaching and learning, evaluators should consider
Key issues Evidence

1. Knowledge and understanding of subject matter by the Discussion with staff and learners. Lesson
teachers. observations. Scrutiny of learners’ work.
2. Lesson plans with clear learning outcomes communi- Scrutiny of plans. Discussion with staff and
cated clearly at the start of lesson, and suitable teach- learners. Lesson observation. Scrutiny of
ing strategies. When learners’ understanding requires learners’ work.
special attention, teachers deviate from plan.
3. Teaching interests and motivates learners, and teach- Discussion with learners. Lesson observation.
ers use positive methods of classroom discipline Scrutiny of learners’ work.
20
4. Teaching is challenging to learners and promotes high Discussion with learners. Lesson observation.
learning outcomes. Scrutiny of learners’ work and test results.
5. Teachers use relevant teaching materials and different Discussion with learners. Lesson observation.
teaching methods for effective learning. Scrutiny of learners’ work.
6. Time is well managed by teachers to help learners Lesson observation. Scrutiny of learners’ work.
make progress.
7. Homework is used to extend learning. Lesson observation. Scrutiny of learners’ work.
8. Thorough and constructive marking of learners’ work. Scrutiny of learners’ work.
9. Use of assessment for lesson planning. Scrutiny of lesson plan, mark books, Discussion
with staff. Lesson observation.
10. Teaching materials match the learners’ level. Scrutiny of lesson plans. Discussion with staff.
Lesson observation.
11. Participation of learners during lessons. Lesson observation.
12. Learners acquire new knowledge and skills to develop Discussion with staff and learners. Lesson
ideas. observation. Scrutiny of learners’ work.
13. The extent of independent and collaborative learning Discussion with learners. Lesson observation.
by learners. Scrutiny of learners’ work.
14. Use of varied learning environment to appeal to various Observation. Discussion with learners and staff.
categories/comfort zones of learners.
Pitched judgment for the quality of Teaching and learning
Evaluating the quality of teaching and learning
Out- Teaching is consistently outstanding across all levels. It is stimulating, enthusiastic and
standing challenging. Drawing on very good subject knowledge, teachers plan their lessons effectively
based on accurate assessment of learners’ prior skills, knowledge and understanding.
Learners’ progress is systematically evaluated throughout the lesson and identified areas of
weakness are strengthened to enhance learners’ progress. As a result, almost all learners
make outstanding progress. There are very good relationships in the classroom and teachers
handle classroom situations effectively, employing positive methods of managing discipline
and behaviour. Homework and constructive feedbacks are always used by teachers to enhance
learners’ interest and extend learning. Teaching methods are well selected to meet the needs
of all learners and time management is very good. Learners’ needs and demands are well
matched with activities and achievement extremely high.
Good Teaching is good. Most teachers draw on their good knowledge of their subject curriculum to
plan their lessons effectively, excite and motivate most learners to participate actively. Learners’
understanding is improved through tasks that are appropriately challenging for every level.
Time is managed well and learners’ knowledge is periodically assessed throughout the lesson
to deepen their understanding and as a result a good number of them make good progress.
Classroom relationships are constructive and interactive with good classroom discipline and
learners’ behaviour, which promote learning. Homework is regularly used to extend learning
and is marked. Learners’ individual needs are sufficiently met and achievement is good.
Fair Teaching is satisfactory with learners making some progress. Learners’ knowledge is
sometimes evaluated to deepen their understanding. Homework is occasionally used to extend
learning. Classroom relationships are appropriate and learners are sometimes motivated
and satisfactory methods used to maintain discipline. No significant groups are left behind in
learning. Achievement is broadly average.
21
Poor Teaching is inadequate as too many teachers under-perform. Learners make limited progress
and some underachieve. Teaching fails to capture learners’ interest and enthusiasm. Attention
is not paid to some individual learners’ needs and some have difficulty coping. Greater
effort is expended in managing behaviour than in motivating and developing learning. Time
management is in-effective. Achievement is below average.
Very Poor Teaching is not challenging and learners make little or no progress in lessons. Learners’
previous knowledge is not linked to new knowledge. Teaching methods are inappropriate
and fail to motivate learners to achieve. Classroom and time management are poor. Learners’
needs are not met. Many learners are unwilling to work individually and group work is
unproductive. Achievement is poor.
(B ii) –The quality of the Curriculum and other Activities
Evaluate:
How well do the Curriculum and Other Activities meet the range of needs and
interest of learners?
And the extent to which:

i. the school provides a broad range of curricular opportunities that cater
for the interests, aptitudes and particular needs of learners;
ii. school provides opportunities for learners to participate in co- and extra-
curricular activities;
iii. the curriculum is responsive to local circumstances and meets external
requirements; and
iv. schools (public and private) use the Nigerian curriculum.

Key issues Evidence

i. Extent of use of current National curriculum and Scrutiny of lesson plans. Discussion with staff and
teachers’ guides. learners. Lesson observation. Scrutiny of learners’
work.
ii. Evidence of schemes of work for all subjects Scrutiny of schemes. Discussion with staff and
drawn from the National Curriculum. learners. Lesson observation. Scrutiny of learners’
work.
iii. Access to all curricular options by learners Scrutiny of lesson plans. Discussion with staff and
including administration of the curriculum to suit learners. Lesson observation. Scrutiny of learners’
learners with special needs. work.
iv. Use, appropriateness and availability of Lesson observation. Discussion with staff and
textbooks and other instructional materials. learners. Scrutiny of learners’ work.
v. Promotion and participation in sports, the arts Observation of activities. Discussion with staff and
and other co- and extra-curricular activities learners.
22
Pitched judgment for the quality of the Curriculum and other Activities
Out- The Curriculum and other related Activities are excellent in meeting the range of needs and
standing interests of learners, including those with special needs. The school provides outstanding range
of curricular opportunities that are gender sensitive and very relevant to learners and society.
Facilities and resources are very adequate, of good quality and are used very effectively to
improve learners’ achievement.
Good The Curriculum and other related Activities are good in nearly all respects, meeting the range of
needs and interests of most learners, including those with special needs. The school provides
a broad-range of curricular opportunities that are gender sensitive and relevant to learners and
the society. Facilities and resources are adequate, of good quality and are used effectively to
improve learners’ achievement.
Fair The Curriculum and other related Activities are appropriate in meeting the range of needs and
interests of learners, including those with special needs. The school provides a reasonable range
of curricular opportunities that are gender sensitive and relevant to learners and the society.
Facilities and resources are barely adequate to meet learners’ needs. Some records are not well
kept or utilized to improve learning.
Poor The Curriculum and other related Activities are often inadequate in meeting the range of needs
and interest of learners, including those with special needs. The school provides a meager range
of curricular opportunities that are gender sensitive and relevant to learners’ and societal needs.
Facilities and resources are inadequate to support learners’ progress. Most records are not
properly kept.
Very Poor The Curriculum and other related Activities are inadequately matched to the needs and interests
of learners, including those with special needs. The school provides poor curricular opportunities
for learners’ progress and well-being. Facilities and resources are grossly inadequate and hinder
learning. Records are poorly kept.
(BIII) The quality of Care, Guidance and Safety
How well the school:

i. ensures learners’ care, welfare, health and safety;
ii. ensures that learners work in a healthy, non-violent and safe
environment;
iii. ensures that learners have space to articulate their concerns on matters
which affect their attendance and learning;
iv. provides support, advice and guidance for learners, based on the
monitoring of their achievements and personal development;
v. knows how to respond to and report issues of violence, abuse and
conflict which may affect access to learning; and
vi. seeks to involve learners in its work and development.
23
Key issues Evidence

1. Learners understand how well they are doing and Discussion with learners and parents.
know how to continue to improve. Observation of lessons. Scrutiny of learners’
books.
2. Learners are encouraged to live healthy lives and to Discussion with learners and parents.
keep themselves safe. Observation.
3. Learners feel safe to report incidents which may be Discussion with learners, staff, parents and
harmful or affect their access to learning. SBMC.
4. There are incentives for promoting gender education in Discussion with staff, learners and parents.
the school. Observation.
5. There are documented school rules with appropriate Discussion with staff, learners and parents.
sanctions for erring learners. Observation, Documentation / Displayed rules
and regulations.
6. The school has a ‘charter’ in place which states how School record
learners can expect to be protected in school Discussion with learners, staff and school
leadership.
7. The head teacher and other teachers supervise learn- Discussion with staff, learners and parents.
ers when they are not in class. Observation.
8. The school provides adequately for learners with spe- Discussion with staff, learners and parents.
cial needs. Observation.
9. The school gives extra support to learners from disad- Discussion with staff, learners and parents.
vantaged and challenged families to join fully in school Observation.
life.
10. The school makes extra efforts to encourage learners Discussion with staff, learners and parents.
to attend school regularly. Observation, School records.
11. The school holds open days and parents attend. Discussion with staff, learners and parents.
Observation, School records.
12. Availability of potable water supply Discussion with staff, learners and parents.
Observation.
13. The school benefits from school feeding Programme; School records. Discussion with staff, learners,
(b) The school benefits from balanced school feeding parents and SBMC Observation.
project.
14. The school encourages: School records. Discussion with staff, learners
(a) immunization; b) Provision of school health facili- and parents. Observation.
ties (Sick bay and First- Aid Box)
15. Learners have access to medical facilities. Discussion with learners and parents.
Observation , School records.
16. There is a programme on School records. Discussion with staff, learners
awareness/ sensitization on HIV & AIDs, Ebola, Lassa and parents, Observation.
fever, Zika virus etc.
17. The school follows correct procedures for responding Case reports
to and reporting issues related to learner protection, Reports made to FME, SMoEs, SUBEB/LGEAs.
violence and conflict
18. Guidance and counseling unit guides learners to ex- Discussion with learners’ and staff. Review of
plore their potentials. guidance and counseling records.
24
Pitched judgment on the quality of Learners’ Care, Guidance and
Safety
Out The Care, Guidance and Safety for learners are outstanding in all respects (Learners’ overall
standing emotional, spiritual, moral and social wellbeing). There is a very high level of commitment to
promotion of learners’ health and safety. Exceptional efforts are made to ensure learners live
healthy life style in school through provision of potable water, Sickbay, First- Aid box and clean
toilet facilities to take care of urgent health needs of learners and health awareness through
health programmes. There is a well-managed assessment procedure, which ensures that the
teachers track their learners’ progress, health and personal development. Staff has a good
understanding of learners’ protection procedures which are fully implemented. Learners know
and obey school rules, which are well documented/displayed. School holds well-planned open
days where learners and parents participate fully to promote learners’ progress. All learners are
well supported with a vibrant and functional Guidance and Counseling Unit. Positive methods of
discipline are used in the school instead of corporal punishment.
Good The quality care for learners is seen in the level of commitment of staff and their competence
in promoting their health and safety through provision of good health and safety procedures.
Learners’ overall emotional, spiritual, moral and social wellbeing are good. Good effort is made
to ensure learners live healthy life style in school through provision of potable water, Sickbay,
First Aid box and clean toilet facilities to take care of urgent health needs of learners; and health
awareness through health programmes. Systematic and well-managed assessment procedures
ensure that the teachers track their learners’ progress and personal development. Learners’
personal development and well- being is a priority to staff. Learners are well informed about
their future options. Members of staff understand learners’ protection procedures fully. Learners
at risk are identified early and effective arrangement put in place to keep them engaged. All
learners are well supported. Open days exist, learners and some parents participate. There is a
functional Guidance and Counselling Unit. Positive methods of discipline are used in the school
instead of corporal punishment.
Fair Learners are cared for, guided and supported. Their overall emotional, spiritual, moral and social
wellbeing is satisfactorily catered for. Their health and safety are looked after satisfactorily
during work and play. The school’s commitment to learners’ health and safety is satisfactory.
Learners’ protection procedures are known but not well implemented. The assessment
procedure for tracking learners’ progress and personal development is fair. Learners at risk are
sometimes identified and arrangements put in place to keep them engaged. There are school
rules, which are documented but not strictly enforced. Positive discipline is encouraged but not
always implemented.
Poor Learners’ overall emotional, spiritual, moral and social wellbeing are low. The Care, Guidance
and Safety for learners are inadequate in many respects. Learners’ protection procedures are
weak. Targets given to learners are not challenging. The assessment procedure for tracking
learners’ progress and personal development is sometimes ineffective. Rules are not well
documented. Open days are held occasionally and few parents participate. Learners with
challenges are not given support. Learners are not always supervised at work and play. Skeletal
guidance and counselling services are rendered to learners. Corporal punishment is used to
discipline learners in the school
Very Poor Learners’ overall emotional, spiritual, moral and social welfare are very low. The school does
not provide adequate care for its learners. The systems are too weak and staff are inadequately
trained to ensure that policies for learners protection are properly implemented and understood
fully. Many learners do not have a clear understanding of their targets, or the targets are not
challenging enough. Learners’ progress is inadequately monitored. The quality of advice and
guidance does not support many learners adequately when they come to make choices. Very
many learners have poor attendance records, some are excluded from some school activities,
while others drop out, and the school has no re-engagement strategy. There are no open days
and rules are not documented. Guidance and Counselling services are not rendered to learners.
Corporal punishment is often used as a way of disciplining learners
25
(B iv) – The quality of the Learning environment
Evaluate:
How well does the quality of the Learning environment contribute effectively to
learners’ progress and achievement?
i. How the school environment is conducive to learning.
ii. The extent of adequacy of learning equipment and other facilities.
iii. Usage of ICT in the school.

Key issues Evidence

i. School building areas including toilets & grounds are clean, tidy School records. Discussion
and in good repair with absence of graffiti and vandalism with staff, learners and parents.
Observation.
ii. Availability, use and impact of sporting facilities and equipment School records. Discussion
as appropriate with staff, learners and parents.
Observation.
iii. Availability and use of standard classrooms, laboratory, library and School records. Discussion with staff
workshop to enhance learning. and learners. Observation.
iv. Separate toilet facilities for male and female learners, teachers School records. Discussion with staff
and instructors. and learners. Observation.
v. Access to all areas of the school for learners with special needs School records. Discussion with staff
(where applicable). and learners. Observation.
vi. Safe environment, adequate procedures for school safety; Discussion with staff and learners.
preparedness to cope with fire and other emergencies; demarca- Observation.
tion of school compound to prevent encroachment and provide
security
vii. Impact on learning of school farm/garden where available. School records. Discussion with staff
and learners. Observation.
viii. Impact on learning of a functional transportation facility (where School records. Discussion with staff
available). and learners. Observation.
ix. Use of ICT facility and impact on learners Observation and discussion.
26
Pitched Judgment: Evaluating the quality of Learning environment
Out- The learning environment is very conducive for learning with respect to its location, layout,
standing fencing, general security and aesthetics. Learning facilities including classrooms, Laboratories/
science corner, workshops, multipurpose hall and library are available, fully equipped, furnished
for learners of all levels and effectively used by all. All learners with special needs are adequately
catered for. Sporting facilities and equipment are available and used to enhance learning. ICT
facilities are available for learners’ use. School has functional source of power supply and extra
effort is made for alternative provision. The school exhibits a high maintenance culture and is
free of vandalism and graffiti. Learners feel safe in all areas of the school.
Good The learning environment is conducive with respect to its location, layout, fencing, general
security and aesthetics. Learning facilities including the classrooms, laboratories, workshops,
multipurpose hall and library are equipped and furnished for learners’ use to improve learning.
Learners with special needs are catered for. ICT facilities are in place and used. The school
exhibits a maintenance culture with adequate measures for checking vandalism and graffiti.
School has functional source of power supply. Measures are in place to ensure safe learning
environment. Sporting facilities and equipment are available and in use.
Fair The Learning environment is satisfactorily conducive with respect to location, layout, fencing,
general security and aesthetics. The learning facilities including classrooms, laboratories,
workshops, multipurpose hall and library are fairly equipped and furnished. Sporting facilities
and equipment are available and used. ICT facilities are in place but not readily accessible by
learners. Most buildings are not maintained. There are some degree of vandalism and graffiti.
Learners with special needs are not well cared for. School has source of power supply but this is
not functional all the time. Some procedures for school safety are in place. Sporting facilities and
equipment are available but not adequate.
Poor The Learning environment is not conducive as security measures are inadequate. Learning
facilities are inadequate. Learners with special needs are not catered for. Learners have no
access to ICT facilities. Most school buildings are not maintained and there is a high level of
vandalism and graffiti. School safety measures are inadequate. School has no functional source
of power supply. Sporting facilities and equipment are not available.
Very Poor The Learning environment is deplorable. Learning facilities including classrooms, laboratories,
workshops, and the library are grossly inadequate with insufficient equipment and furnishing.
The multipurpose hall is inadequate for learners. There is no provision for learners with special
needs. School safety measures are not in place. School has no source of power supply. ICT
facilities are lacking. Sporting facilities and equipment are absent.
C The effectiveness of Leadership and management
Evaluate:
The quality of Leadership and management of the school, particularly by

the principal/head teacher, senior team/line management and those with
responsibilities including learners and other stakeholders, do they focus
effectively on learners’ learning and achievement?
i. how effectively the school utilizes human and material resources to
improve learning outcomes;
ii. how effectively performance is monitored and improved through SS-e;
iii. how effectively leaders and managers at all levels clearly direct
improvement and set clear priorities and targets SDP;
27
iv. the extent to which leaders and managers promote the well-being of
learners through high quality care, education and training;
v. the extent to which leaders and managers prevent and respond promptly
to incidences of violence/harassment/abuse in the school and report
these appropriately;
vi. how well equality of opportunity is promoted and discrimination is
tackled so that all learners achieve as well as they can;
vii. the support and challenge provided by the SBMC; and
viii. how leaders are made accountable for their different roles.

Key issues Evidence

1. There is clear vision and mission statement relevant to Na- School records. Discussion with staff,
tional Education goals; shared publicly and consistent with learners and parents. Observation
the specified goals for the level the school operates.
2. School has a regularly updated functional SDP to improve Review of SEF and most recent EE report;
quality and standards. Scrutiny of SDP and investigation of its
impact. Discussion with staff, learners and
parents/SBMC. Observation
3. Analyses and use of performance data (examination and School records. Observation
test results) for improvement and sharing with all stake-
holders to inform planning.
4. Parents help the school in solving academic and social Discussion with SBMC, parents, staff and
problems of learners learners
5. Involvement of staff and learners in decision-making, set- Discussion with staff and learners,
ting school goals and reviewing them. Observation, School records.
6. Effective committees and staffing structures in place that School records. Discussion with staff.
contribute to improvement Observation
7. Proprietors empower school leadership and assistants to Documentation, Discussion and
perform their roles observation
8. Supervision and monitoring of lessons by Principal/Head School records. Discussion with staff and
teacher and Supervisor. learners. observation
9. Principal/Head teacher - empowers and motivates Assis- Documentation, Discussion and
tants to perform leadership roles observation
10. Leadership motivates teachers and learners to improve School records. Discussion with staff and
and perform leadership duties. Leadership promotes and learners. Observation
protects staff welfare.
11. The performance appraisal of staff is focused on bringing School records. Discussion with staff.
about improvement. There is professional development for Observation
teachers.
12. Impact of joint school/community projects and any private School records. Discussion with staff,
sector involvement learners and parents. Observation
28
13. Leadership tackles discrimination and resolves conflicts School records. Discussion with staff,
promptly. Provision is made for learners with special learners and parents. Observation
needs.
14. Appropriate use of funds to bring about improvement School Records discussion with staff and
SBMC members. Observation
15. Record keeping is in line with statutory financial regula- School records Discussion with staff and
tions and SBMC`s advice. SBMC members.
16. Partnership in school events by parents, SBMC and com- School records. Discussion with staff,
munity members learners, SMBC, community and parents.
17. Extent of compliance with evaluation reports in the last School records Discussion with staff and
three years. SBMC members.
18. Principal/Head teachers, staff and learners are all aware of Discussion with principal/head teacher,
what to do/how to report danger, abuse in and around the staff and learners
school.
Pitched Judgment for Leadership and management
Out- Leadership and management are most effective at all levels and in all respects and are
standing exemplary in significant elements as shown by their impact on the performance of the school
and the achievement of the learners. Though the school is successful, it still aspires for further
improvement year after year. Involves the SBMC and learners in SDP development and decision-
making. Funds are well utilized to bring improvement in learners’ achievement. Teacher motivation
is very high.
Good Leadership quality is effective in nearly all respects. Leadership is successfully focused on raising
standards and promoting the personal development and well-being of all learners. Through
its effectives SS-e, which takes into account the views of all major stakeholders; managers
have a good understanding of the school’s strengths and weaknesses. They have a good track
record for making improvements, including dealing with any issue from a previous evaluation if
appropriate. The inclusion of all learners is central to its vision and it is effective in pursuing this.
The leadership and management provide the school with a good capacity to improve. There is an
SDP and teachers are motivated.
Fair Some Aspects of leadership and management are effective as shown by their impact on the
performance of the school. The school runs smoothly on a day-to-day basis. It uses SS-e to
improve significantly. There is some level of teacher and learner motivation for improvement.
Involvement of relevant stakeholders and SDP development is minimal.
Poor Leadership and management spend too much time on trivial matters and do not focus on
professional leadership. Leadership and management make little impact on improving the
performance of the school. Lacks an SDP. Fund utilization does not impact on learners’
achievement. Staff are generally not motivated. Conflicts are largely left unresolved.
Very Leadership and management have too little effect so that standards are too low and learners
Poor make slow progress in their work and personal development. At its worst, the school is disorderly
and unsafe, and arrangements to ensure the safety of learners are not adequately in place.
Leaders and managers are insufficiently focused on raising standards and promoting the personal
development of learners, and lack the authority and drive to make a difference. Many staff is
disenchanted and lack confidence in their leaders. Even though the school may appear to run
smoothly on a day-to-day basis, the quality of its self-evaluation is inadequate and managers
do not have a realistic view of its weaknesses. Overall, the Leadership and management do not
provide the school with the capacity to improve.
29
D. Overall effectiveness
Evaluate:
How effective, efficient and inclusive the school is, in meeting the needs of
learners taking account of:
A. Outcomes for learners;

B. The quality of provision; and
C. The effectiveness of leadership and management.
Pitched judgments for Overall effectiveness
Evaluating overall effectiveness
Out- Effectiveness is likely to be outstanding when:

standing
• Either learners’ Achievement or their Personal skills and Participation or both are outstanding;
• At least two Aspects of the quality of provision are outstanding; one of which must be Teach-
ing and learning; and
• Leadership and management are at least good with some outstanding elements in them.
Good Effectiveness is likely to be good when:
• Achievement and standards are good; learners’ personal skills and Participation are good in
most respects and within this, behaviour is good; and
• Teaching and learning and at least one other Aspect of the quality of provision are good and
others are at least fair;
• Leadership and management are good.
Fair Effectiveness is likely to be fair when:

• Outcomes for learners are at least fair; learners’ personal skills and Participation may be
good;
• Teaching and learning, the Curriculum and other Activities, and Care, Guidance and Safety
are at least fair, and
• Leadership and management are at least fair
Poor Effectiveness is likely to be poor when:
• Either Achievement and standards or Learners’ Personal skills and Participation are poor
• Teaching and learning and in addition, either the Curriculum and other activities or Care, Guid-
ance and Safety are poor and
• Leadership and management are poor
Very poor Effectiveness is likely to be very poor when:
• Either Achievement and standards or Learners’ personal skills and their Participation are very
poor
• Either Teaching and learning are very poor or all Aspects of the quality of provision are judged
poor and
• Leadership and management are very poor
30
Chapter 5
Types of Evaluation
5.1. Introduction
Evaluation in a school system is a systematic and objective assessment of what
a school is doing, and the impact on the learners based on the set of criteria in
the ES. In the context of QA in Nigeria, there are four main types of evaluations.
5.1.1 Whole School Evaluation

The concept of Whole School Evaluation (WSE) is the cornerstone of the QA
strategy. It is one of the emergent frameworks for education QA globally.
The process is a very interactive procedure, which includes both School
Self-evaluation (SS-e) and External Evaluation (EE). Schools, represented by
principals/head teachers, school management teams, teachers, PTAs, school
governing bodies, local communities as well as individual parents contribute
information using the ES and recording outcomes in the School Self- evaluation
Form (SEF).
WSE also helps schools to constantly and internally improve the quality of their
performances. This is achieved by SS-e leading to high quality development and
planning. SS-e is validated and enhanced through EE carried out by trained and
accredited team of QAEs who are experienced education professionals. The
inclusiveness of WSE and its pursuit of improvement reduces the opportunity
for schools to blame someone or something else for negative judgments as
they often did following traditional inspection. Thus it ensures that the focus of
everyone is on the quality of education. It is comprehensive as it focuses on the
teaching and learning condition of the school and covers all areas of school life
and work as detailed in the ES. This evaluation is part of a new cycle of QA in
schools that includes SS-e as well as EE.
SS-e is the process of the school evaluating itself using the ES. This is done
periodically and it fills the SEF once in a school year. EE is carried out by a
team of accredited evaluators drawn from the National and State Education
Quality Assurance bodies nationwide. It lasts for a period not more than three
working days depending on the size of the school, number of learners and the
type of evaluation.
5.2.2 Special Evaluation

Assesses any Aspect of a school’s provision to either get a state or national
view of a topic or an issue. It can be used to collect a view of specific subjects
31
in a state or to evaluate girls’ education, for example. It is organized as the need
arises.
5.2.3 Accreditation evaluation

Is conducted with the primary objective of approving subjects for external
examinations such as; Senior School Certificate Examinations (SSCE) conducted
by West African Examinations Council (WAEC) and National Examinations
Council (NECO) and Basic Education Certificate Examination (BECE) conducted
by NECO, National Business and Technical Examinations Board (NABTEB) and
the states. This evaluation is conducted at the request of the head of the school
when a newly introduced subject has been taught in the school up to the senior
secondary level or when a new school is registering candidates for external
examinations for the first time. Attention of the external evaluators is focused
on Aspects such as the quality of Teaching and learning and the levels and
standards achieved by learners. They also check the number and quality of
staff, library facilities, area of syllabus covered, standard or observed lessons,
types of textbooks used, departmental records, accommodation and other
facilities. Based on a report arising from this visit, approval is either given in
full, provisionally or denied.
5.2.4 Follow-through Evaluation -

Underperforming schools, especially those with overall effectiveness of fair, poor
and very poor, need follow-up evaluation to ensure that the recommendations
made for improvement are being addressed. This could be done between 6-12
months after the initial visit. States School improvement Team (SSIT) will work
with such schools to ensure improvement.
32
Chapter 6
School Self-evaluation
6.1 Introduction
School Self-evaluation (SS-e) is a continuous process which requires schools to
use the ES to evaluate and judge the quality of what they are doing themselves
and the impact on learners’ outcomes. The process is complemented from time
to time by EE. SS-e is crucial in supporting the school in its ability to improve
the quality of education for learners in its care. It also helps schools to identify
and focus on areas where improvement in their provision needs to be made.
SS-e and EE must use the same criteria for the basis of their processes.
The ES provides these criteria and pitched judgments to help make grading
more consistent and therefore comparable across Nigeria. Everyone working
in schools should be familiar with the ES so that all can share in the same
conversation about what quality in schools mean.
SS-e should be an on-going process to support school improvement. The SS-e

Form (SEF) below shall be used nationally to record result of SS-e. Each school
shall ensure that it conducts SS-e regularly and fills SEF at least once in every
school year.
6.2 Key Points

There are (five) key points about SS-e that schools should keep in mind. That:
i. It is rigorous. SS-e helps schools to improve;
ii. the most effective process of SS-e is the one that is simple to use and is
integrated into the school’s routine management systems;
iii. schools must listen to and consider the views of their stakeholders,
for example, teachers, learners, parents, School Based Management
Committee (SBMC) and/or other community groups;
iv. the outcome of school’s SS-e process should be up-dated at least
every school year and should include information about the impact of the
school’s actions on learners; and
v. assertions and lists of initiatives are unhelpful and should be discarded.
6.3 Pre-SS–e process

i. Train QA staff at the state and LGEAs on QA processes, practices and
skills.
33
ii. QAEs train principals/head teachers in QA processes and skills.
iii. QAEs train SSOs in SS-e and SEF.
iv. SSOs train teachers and SBMCs in the conduct of SS-e.
v. Principals/Head teachers ensure that SS-e committees are established in
their schools with representatives from learners, teachers, staff, parents,
community leaders, SBMCs and PTA.
vi. QA state bodies make SEF available to all principals/head teachers at the
beginning of each school year.
vii. Principals/Head teachers and SBMCs shall ensure that SS-e is carried
out in their schools, at least once a term, and fill SEF once a year. SEF
should be signed by the chairman, SBMC and the principal/head teacher
of the school.
viii. Principal/Head teacher shall make the SEF available to lead evaluator on
request.
ix. Principals/Head teachers shall use National Education QA Handbook for
Basic and Secondary Education in Nigeria (QA handbook) to carry out
SS-e, using the range of methods of collecting evidence - Observation,
Documentation and Discussion (ODD).
x. Principals/Head teachers shall ensure that all evidences are recorded
in clearly marked and appropriate Evidence Forms (EF) provided in this
handbook.
xi. Areas of strengths and weaknesses shall be clearly identified and stated
correctly in the overall effectiveness.
xii. In the report, areas of weakness shall be stated as areas for
improvement by clearly indicating what action to be taken, why the
action, and the expected impact of the action.
xiii. SS-e and EE reports shall be used to develop the SDP for school
improvement
6.4.0 Relationship between school SS-e and EE

SS-e provides the basis for planning, developing and improving schools. SEF
shall be used as the basis for EE and takes full account of and contributes
to SS-e. Schools shall present SEF of their SS-e on demand to external QA
evaluators.
34
6.5.0 Pre SS-e questions:
6.5.1 How well are we doing? And how can we do better?

To offer the best possible education, staff and SBMC should know how well
their school provides for learners, the impact of this provision and how it can be
improved upon. Thorough SS-e provides the best means to identify strengths
and weaknesses and key priorities for improvement. SS-e is only effective if it is
based on openness, honesty and trust. It is most effective when it identifies any
obstacles to learning and seeks to tackle these to achieve the highest possible
standards and progress.
Evidence gathered from SS-e should be analyzed and used fully to:
i. diagnose precisely where strengths and weaknesses lie and the
implications for necessary change;
ii. identify the key priorities; and
iii. plan the action needed to bring about improvement.
A well-managed SS-e will identify the precise issue that needs tackling and
what to do about it. In this way, action can be targeted to have the greatest
impact and its progress recorded in the School Development Plan (SDP).
It is important to check whether the actions taken to bring about improvement

are having the desired impact and, if they are not, why not? Such interim reviews
might lead to minor adjustments to targets, activities and the reallocation of
resources path-way through a school’s annual review cycle. Alternatively, it
might identify actions for the next development plan.
Schools shall evaluate all they do, but not necessarily all at once. Schools need
to know how well learners perform in terms of:
i. the overall standards they attain;
ii. the standards attained by different groups such as girls and boys, those
from different ethnic backgrounds, the gifted, learners in public care, the
talented and those with other special needs;
iii. the progress made by different groups of learners over time - for
example, at different stages; and
iv. their personal skills and participation.
Schools shall also assess the quality and impact on standards of:
i. the quality of education – Teaching and learning, the Curriculum
and other Activities, Care, Guidance and Safety, and the Learning
environment;
35
ii. leadership and management at all levels including the influence of the
SBMC or other community bodies;
iii. features and objectives which are special to a school; and
iv. the links between the school and other providers, services, employers
and other organizations.
School shall evaluate the plans they have implemented, strategies for
improvement, whether resources are being effectively used and in particular,
the impact of action taken on the learning and well-being of the learners.
6.5.2 How should schools evaluate the quality of provision?

The SEF provides a structure by which the school can systematically evaluate
all the aspects of its provision and their impact. Schools shall use the evaluation
schedule used by external evaluators to help them in their regular self-evaluation
process.
In the first instance, schools need to have a clear idea about where teaching
is effective and where improvement is required. They should use the external
evaluators’ tools for evaluating teaching and learning and the ES to arrive at
accurate judgments. There is no one particular style of teaching that is best;
the judgment should be about what helps the learners in a school make good
progress.
To help ensure that SS-e is effective, schools should have the following five
questions in mind as these will help them to focus on the process.
6.6.0 The Evaluation questions
6.6.1 Question One: Does our self-evaluation identify how well our
school serves our learners?
At the core of successful SS-e is a clear analysis of the outcomes for all learners.
Careful analysis of any performance data available in schools should enable
them to benchmark the standards learners reach and their levels of progress
against the published national quality standards, or state benchmarks and
against their past performance. They also help schools to set challenging but
achievable targets for improvement.
Schools must use their own data to provide greater detail about individuals
and groups of learners. Information collected, analyzed and interpreted give a
clear insight into how well the school is providing for every learner. Academic
achievement gives only part of the picture of learners’ development. It is much
harder to evaluate learners’ personal development but this must not be shirked.
36
6.6.2 Question two: Is our SS-e integral to our key management
systems?
SS-e is not an activity carried out just once. It is continuous and is at the heart
of the school improvement process. School leaders should ensure that they
have simple and effective systems of SS-e in place, which allow them to collect
appropriate evidence over time as part of the cycle of development and review.
In this way, rigorous SS-e and the judgments derived from it can be integrated
within their day-to-day management, especially in relation to:
i. how the review of staff performance, including continuing professional
development, contributes to improvement in teaching and learning.
ii. how well subject areas and departments interact to share good practice
and learn from one another. and
iii. how assessment and target setting support learners’ academic and
personal development.
6.6.3 Question Three: Is our school’s SS-e based on a good range

of telling evidence?
Experience shows that the most effective schools are those, which are well
organized to collect, analyze and evaluate evidence drawn from:
i. monitoring and interpreting current attainment data, trends over time and
other performance indicators for different ages, subjects and groups of
learners;
ii. gathering and considering the learners, parents, teachers and other
stakeholders’ views and perceptions about the quality of the school’s
provision;
iii. checking that targets for learners, staff and the management team are
challenging but achievable;
iv. evaluating the quality of learners’ personal development, written and
other work, tracking the records of individual learners’ progress and
attainment;
v. observing and evaluating teaching – including the evaluation of how
well the evidence gathered is used to bring about improvement in
performance as well as the well-being of learners; and
vi. the results of school monitoring, (both formal and informal) undertaken
by SBMC, PTA or other community organizations, reports from the
school community and external agencies involved in the work of the
school and with individual learners.
37
6.6.4 Question Four:
Does our SS-e and planning involve key people in the school and seek the
views of parents, learners and external advisers and agencies?
A school’s leadership team is the best place to draw together the evidence
and to make judgments about the key strengths, weaknesses and priorities for
the whole school. However, SS-e should be systematic and undertaken at all
levels. For example, subject and departmental heads should be evaluating the
progress made by learners, identifying priorities that need to be fed into the
SDP and putting in place action that leads to improvement. Equally, the SBMC
or other community organizations should be fully involved in the school’s review.
Schools’ senior staff should recognize that members of the SBMC and/or other
community organizations may need support and training to help them fulfill this
role.
It is up to each school to decide precisely who should be consulted and how

views are gathered. Nevertheless, the involvement of learners, parents and
support agencies in the SS-e process is essential. Evidence can be collected
in a range of ways, for example, through surveys, focus groups and interviews.
In some schools, learners are involved in observing and evaluating teaching
and learning.
6.6.5 Question Five:

Does our SS-e lead to action to achieve our school’s long-term goals for
development?
In drawing up the SDP, it is important to distinguish between the short-term

priorities (annual and operational) and the long-term strategic objectives. This
may mean that, in any one year, all staff focus on a few key areas and a small
number of tasks and that the governing body keeps a good check on the impact
of action taken.
In response either to a full-scale evaluation or assessment of an Aspect of the

school’s work, a school development plan should:
i. identify a limited number of main priorities for action and improvement,
based on an assessment of the potential benefits to the learners –
remembering that developing a strength may be a higher priority than
eliminating a relatively minor weakness;
ii. focus on the continued improvement of outcomes for learners - raising
academic standards and learners’ personal development;
iii. include specific responsibilities, timescales and interim review dates,
measurable success criteria and targets linked to learners’ attainment
and progress;
38
iv. inform performance management objectives and the professional
development programme for the forthcoming academic year;
v. identify and justify the cost-benefits in terms of learners’ outcomes; and
vi. Identify how Aspects of a school’s work that are exceptionally effective
can contribute further to improvement within the school and in other
schools.
6.7. Advice for schools completing the SEF

Keep it simple and avoid jargons. Try to be accurate, clear and honest. Schools
must update the SEF in line with their normal cycles of school improvement. It
must be completed every academic year. It is important that this is not a time-
consuming and bureaucratic process. Answer the questions by making clear
judgments and remember each time to justify answers with a brief summary
of the evidence. Assertion is not good enough. So, for instance, refer briefly to
test and examination results and attendance figures where data is available and
reliable, but remember to say what the data told you, what it prompted you to
do and the subsequent impact of your actions.
Also, refer to other reliable evidence where it is relevant. It is not intended that
there should be large amount of data and descriptive detail. Evidence should
be used selectively to support judgments. Schools can indicate clearly in the
SEF where more detailed evidence can be found.
Remember to comment not just on what the school has done to promote the
outcomes, but also on the impact that this has had on learners. For example,
schools should comment on the difference that the school’s action has made
to particular groups of learners’ behaviour, not just in terms of their attendance
and attitudes to school but also in relation to their progress. A completed SEF
should reflect properly, SBMC or other community organizations’ involvement
in the SS-e and show that it has been completed with their agreement.
The overall summary judgment and grade for each Aspect must be composite.
For example, in the achievement and standards Aspect, the judgment must
embrace both the standards attained by learners and their progress over time.
In this Aspect, the key element is the progress that learners make, rather than
the actual standards achieved. However, it must be borne in mind that, no
matter how good the progress made, very low standards greatly influence the
future life choices of many learners.
39
In the overall effectiveness, the composite judgment is a summary of all the
other main judgments. When coming to a judgment about overall effectiveness,
school’s leaders should consider the close link between learners’ progress,
the quality of provision and the effectiveness of leadership and management.
Leadership and management, including the effectiveness of governance, are
judged primarily in terms of outcomes for learners. A school where learners
make poor progress cannot have good leadership and management.
40
The School Self-evaluation Report form
To be filled in by the school and verified by evaluators
1. State……………………… L.G.A…………………………………
School type: Co-educational school Single-sex school
Number of boys Number of girls Total number of learners

SCHOOL PROFILE
1.1.1 School/Centre Code 1.1.2 Name of School/
Centre
1.1.3 Year of Establishment 1.1.4 Location Rural Urban Others
1.1.5 Address:
• Street
• P.O. Box
• Town/Village
• Telephone
• E-mail
1.1.6 Ownership: Public Private
If ownership is private,
Does it belong to? Religious Body Individual CBOs NGOs Corporate Other
Organization Nationality
School
Others (Specify)
1.1.7 School/Centre Level:
Pre-primary Primary Jnr. Sec. School Snr. Sec. School NFE (Basic) NFE (Post
Literacy)
1.1.8 Type of School/Centre

specify
1.1.12 Operational Boarding Day Boarding & Day
Mode (a)
Operational Mode (b) Morning Afternoon Shift Evening Night
1.1.13 Name of H/T/

Principal
1.1.17 No of Asst. 1 2 3 4 5 6 Above 6
H/T/V.Ps
1.1.18 No of H O Ds 1 2 3 4 5 6 Above 6
1.1.19 No of Males Females

teachers living in the
School
Compound
1.1.20 No of Males FEMALES
Guidance Counselors
11.21 Indicate sources Govt PTA Dev. NGOs Old students/ PPP School SBMC
of funds Partners Learner Ass. Community
41
About your school
It is helpful to specify what is special about your school and the community it serves.
About the Learners

What standards do learners achieve and do they make enough progress?
Outstanding Good Fair Poor Very Poor
What are your main reasons for your judgment?

Please refer to the Quality standards in the ES
How good are the personal skills and participation of the learners?

Please refer to the Learners’ personal skills and their participation in the ES.
How effective are Teaching and learning?


Please refer to the quality of Teaching and learning in the ES.
How well do the Curriculum and other Activities meet learners’ needs?

Please refer to the quality of the Curriculum and other Activities in the ES.
How well does the school care for, guide and provide for safety of learners?
42
Please refer to the quality of Care, Guidance and Safety in the ES.
How well does the learning environment contribute to learner’s progress and achievement?

Please refer to the quality of the Learning environment in the ES.
About Leadership and management

How effective is the Leadership and management of the school?

Please refer to the effectiveness of Leadership and management in the ES.
Overall effectiveness
How effective is the school?

Please refer to the overall effectiveness in the ES.
From your evaluation, list the most important areas that the school needs to focus on to improve (in order
of priorities) the quality of education for your learners.
For each of these priorities, outline briefly the main actions (reasons for the action and the expected impact on learners)
you intend to take. These priorities and actions should be included in the SDP
Name of the chairman of SBMC……………………………...........................................................................................................
Signature…………………....................................................................… Date….................................................................………
Name of Principal /Head teacher:…………………………….......................................................................……............................
Signature…………………....................................................................… Date….................................................................………
43
Chapter 7
School Development Plan (SDP)
7.1 Introduction
The School Development Plan (SDP) is the blue print or master plan for improving
schools. It is a structured plan for school development derived from outcomes
of SS-e and EE which seek to address identified areas for school improvement.
The SDP should set out the school’s vision, mission and objectives for its future
and how it intends to tackle its weaknesses so as to bring about improvement
to where it is most needed. A good plan will draw information from a number of
sources, including:
i. a rigorous evaluation of the school’s work through its own SS-e;
ii. the findings of most recent EE;
iii. the views of key stakeholders, particularly parents and learners; and
iv. the views of the school’s SBMC and other community bodies.
The SDP, SS-e and school reports are key elements of SBMC structure.
To ensure that it is soundly based, it should be influenced by stakeholders
(learners, teachers, head teachers, parents and other community members) for
it to achieve the agreed goals for the school.
SDP deals with:

i. setting out the vision, mission and objectives for the school;
ii. summarizing the current situation based on inputs from learners and
stakeholders for whom the school is important so as to identify the
needs of the school;
iii. determining which needs are most urgent;
iv. setting priorities for action to meet the most urgent needs;
v. putting those actions into a plan for the coming school year; and
vi. reviewing what was achieved as a result of implementing the plan and
what difference it has made.
44
7.2 Diagrammatic Representation of SDP Process
Self-Evaluation Audit
Select the Strategies

(Prioritise)
Determine the Target for Each

(Priority)
Draw up an Action Plan for

Implementation
Evaluate Monitor Implement the

Progress Progress Action Plan
7.3 Key questions for operational planning in developing an SDP include:

i. Where are we now?
ii. Where do we want to be?
iii. How are we going to get there?
iv. How will we know we are there?
It provides the community opportunity to contribute to the development of the

school as well as training ground for the community. Furthermore, it brings
positive changes in teaching and learning and enhances participation. A typical
SDP may include some of the following:
i. capacity building in school leadership and management;
ii. capacity training for teachers;
iii. training for SBMCs in building school development plans together with
training in financial management where appropriate;
iv. guidance and training in supporting school-based initiatives; and
v. Sensitisation activities for states and LGAs if appropriate.
45
School Development Plan
(Based on School Self-evaluation SS-e)
School Year…………………........................................................................................................................................……………..
Name of School………………………………….......................................................................................……………………………
EMIS Code……………....................................................................................................................................................…………..
Enrollment: Male……......................................…………Female…………...............…………..Total…………......................…...….
LGA………………………….......................................………..Town…………...................................……………………........………
Street/Community……………………............................................................................……………………………………….............
Vision……………………………………………………………………………..……..........………………………………………............
Mission…………………………………………………………………………............………………………….......…………….............
Objectives…………………………………….........................................................................…………………..................................
Part 1: Funding - DFS/School Grants/Community Resources.

Implementation – School and SBMC
S/N Activity Resources Cost Possible Sources When will Who will be How will we know if the
Needed of Funds this be done responsible Activity is carried out
1
2
3
4
5
6
Total Cost
Part 2: Funding – LGEA/LGA/SUBEB/MoE LGEA/SUBEB/MoE

S/N SS-e Grading Items Required Quantity Required Estimated Cost (If Known)
1 Priority 1
2 Priority 2
3 Priority 3
4 Priority 4
5 Priority 5
Total Estimated Cost
1. Principal/Head teacher’s name………….........................................................................…………………………………………
Sign…………..................................................…. Date…………...........................................................................................………
2.SBMC Chairman’s name………………………..................................................................................……………………………..
Sign…………..................................................…. Date…………...........................................................................................………
46
Chapter 8
The process of External Evaluation
8.1 Introduction
External Evaluation (EE) is carried out by trained and accredited Quality
Assurance Evaluators (QAEs) that focus on quality of outcomes for learners.
The aspiration is to carry out EE of schools in a three-year cycle. Every school
(formal and non-formal education center) should experience the process of EE
at least once in three years. As at 2013, Nigeria has 92,648 primary schools
and 52,830 secondary schools, making a total of 145,478 schools (FME/NBS
Data 2013). Within a three-year cycle, there would be about 45,000 schools per
year to externally evaluate. During the first year of the first cycle, there will be
constraints on the number of evaluations that can take place, as assessment,
training and accreditation will be needed to build capacity. The process will
require a productive and symbiotic relationship between the National and
States’ Education Quality Assurance bodies.
8.2. The External Evaluation (EE) process

QAEs shall carry out EE in teams with a minimum of 2 QAEs and maximum of 5
QAEs depending on the size of the school, number of learners and the type of
evaluation. Use table below as guide.
Guide for the composition of QAEs on EE process

School grouping Number of learners Length of QA evaluation (days) Number of QA evaluators in team
Group A 1 - 200 2 3
Group B 201 - 300 2 3
Group C 301 – 800 2 5
Group D 801 or more 3 5
8.2.1 External evaluators will judge the quality of

schools through the evaluation of:
i. overall effectiveness of the school;
ii. Achievement and standards;
iii. Learners’ personal skills and participation;
iv. The quality of Teaching and learning;
v. How well the curriculum meets learners’ needs;
vi. How well learners are cared for, guided and their safety provided for;
47
vii. The quality of the Learning environment; and
viii. How well the school is led and managed.
8.2.2 Stages in External Evaluation

There are three stages in External Evaluation namely:
i. Pre- school evaluation (planning external school evaluation);
ii. The EE proper/on-site visit; and
iii. Post evaluation.
48
Section 1
Planning the External Evaluation
8.3.1 Scheduling of External Evaluation of schools

Planning for EE starts from the QA agencies developing an annual joint plan/
table of External Evaluation Scheduling of schools. This shall be done before
the beginning of each school year. Information on such plan/ table shall include:
i. Dates of external visits;
ii. Names and addresses of schools for external evaluation;
iii. List of names of QAEs;
iv. Name of the Lead Evaluator (LE);
v. Number of teams;
vi. Number of QAEs in each team;
vii. Office of the QAEs;
viii. Number of days for the evaluation; and
ix. Telephone numbers of lead evaluator and the QAEs.
8.3.2 Notification of school scheduled for EE

During pre-evaluation, the Lead evaluator shall:
i. notify the school scheduled for EE visit through telephone or letter 48
hours before the commencement of the planned visit;
ii. visit the school scheduled for EE;
iii. at the school, discuss with the principal/head teacher, the general
modalities for the EE visit: lesson observations; documentation and
interviews with teachers, learners and parents,
iv. request the principal/head teacher to invite SBMC/community leaders for
interview during the EE; and
v. request the principal/head teacher for a familiarization tour of the school
environment.
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8.3.3 Before leaving the school, the LE collects the following:
i. The recent completed and signed SEF which shall be used as focus for
the EE;
ii. SDP (if available);
iii. A copy of the school’s recent EE report (if available);
iv. The school’s time table;
v. Prospectus;
vi. Staff list; and
vii. Analysis of internal and external examination results.
8.3.4 Pre- evaluation Team meeting and allocation of roles,

responsibilities and tasks to the team The LE:
i. Back in the office, first carefully studies all the documents;
ii. Convenes the team’s meeting; shares the documents collected from the
school with the team. Together, they study all the documents, scrutinize
the SEF and SDP to see the impact of SEF on SDP; impact of last EE
report on SDP; note the areas of strengths and weaknesses and how
they have been keyed into the SDP for action. LE ensures that the team
understands and knows how to use all the documents;
iii. Deploys each member with clear responsibilities for leading the gathering
of evidence relating to each Aspect of the evaluation schedule;
iv. Allocates roles and responsibilities to all evaluators in the team to collect
evidence on all Aspects in the ES, fill EF and write report on each Aspect
assigned; and
v. The form below shall be used to deploy and assign roles and
responsibilities to each member. An evaluator may have more than one
Aspect to coordinate, fill EFs and write report depending on the size of
the team.
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8.3.5 Deployment of Aspects Form
Key Aspects Involves Lead evaluator for the Aspect
Achievement and standards All
Learners’ personal skills and participation All
The quality of Teaching and learning All
The quality of Curriculum and other Activities All
The quality of Care, Guidance and Safety All
The quality of Learning environment All
The effectiveness of Leadership and management All
Overall effectiveness All Lead Evaluator
8.3.6 Allocation of tasks and activities for the evaluation processes

In addition, there shall be, documentation and planned discussions with teachers,
learners, parents, community leaders, and the leadership and management of
the school. The LE shall use the Task and activities Form below to allocate the
tasks and activities therein to each evaluator, who shall collect evidence, fill EFs
and writes report on them. These tasks and activities shall be reflected on the
team’s EE timetable guided by the school timetable. While implementing the
evaluators external evaluation Time table, the team shall do all they can so that
they do not disrupt the normal activities of the school.
Tasks and activities Form
Task Who? (linked to their deployment)
i. Analysis of learners attendance at school
ii. Analysis of internal and external examination results
iii. Analysis of performance data in co-curricular activities.
iv. analysis of learners progress across the school
v. Classroom observations (All of the team members but with one
coordinating the emerging findings)
vi. Principal/Head teacher interview
vii. SBMC interview
viii. Teacher interviews
ix. Learner interviews
x. Learner work sampling
xi. Parent interviews
8.3.7 Evaluators’ Timetable

The LE In collaboration with the team prepares the time table for the EE using
the school time table as a guide. The Evaluators’ time table format below shall
be used to draft the team’s EE plan of activities.
51
Evaluators’ plan of activities format
Day1 Activity Who?
7 am (times to be altered to suit the programmes of QAEs arrival at school of evaluation
the school being evaluated)
9 am – 10 am
10 am – 11 am
12 – 1 pm
1 pm – 2 pm
52
8.3.8 During pre-evaluation meeting with the team, the LE shall:
i. Ensure that the team understands the interpretation and application of
the evaluation criteria, Aspects and evidence forms;
ii. Identify who will interview whom ( Interview team shall have 2 QAEs, one
to ask questions and the other records responses);
iii. Give each QAE two copies of Code of Conduct;
iv. Ensure that the team reads, understands the code of conduct and
pledge to abide by it;
v. Each QAE signs two copies, submits one copy to the LE and retains the
other copy;
vi. Confirms transportation of the team to the school of evaluation;
vii. Ensure that sufficient copies of the following documents are available for
the use of the team to prepare for the EE:
a. Evidence forms;
b. Code of conduct;
c. One External Evaluation Survey Form for the team;
d. National Education Quality Assurance Handbook for Basic and
Secondary Education in Nigeria;
e. A completed and signed SEF by the principal/head teacher and the
chairman SBMC
f. SDP (if available);
g. A copy of the school’s recent QA EE report (if available);
h. The school’s time table;
i. School prospectus;
j. Staff list; and
k. Analysis of internal and external examination results.
53
Section 2
At the school for evaluation
8.4.1. Steps in EE
The LE shall ensure that the team:
i. arrives the school of evaluation at 7.00am;
ii. observes the school settle down;
iii. is introduced to the principal/head teacher and explains the code of
conduct;
iv. exercises the six QA principles to all its activities in the school;
v. joins the assembly during which it observes the school at work;
vi. Makes effective use of the National Education Quality Assurance
Handbook;
vii. after assembly, conducts and collect robust first hand range of evidence
from Observations, Documentation and Discussions (ODD);
viii. checks that evidence gathered is evaluated in line with the guidance of
the evaluation schedule; and
ix. daily meetings are conducted efficiently to assess the level of work done
and that judgments reached are supported with robust range of ODD.
Throughout the evaluation proper, the team shall act with integrity and courtesy
at all times. Recognizing that school EE can be stressful, they will do all they
can to reduce stress to a minimum. The team’s approach to the tasks should
instill confidence, minimize disruption, and ensure co-operation of staff and
learners. They will treat all those involved with the school with respect and
those in the school will treat the team with respect. The SEF will be used as
focus for the evaluation.
The team gets together regularly to discuss issues arising during the evaluation
and proffer solutions.
The LE will keep the principal/head teacher informed of progress and receive
feedback from the school’s perspective. Other evaluators will communicate
openly with teachers, learners and parents, ensuring confidentiality of
information about individuals. No individual will be identified or named in the
report, instead roles, responsibilities; age groups taught will be identified. The
LE will also convene meeting of the evaluation team at the end of each day.
54
8.4.2 Gathering evidence
Evaluators shall spend at least 70% of their time in the school observing
teaching and learning and collecting robust first hand evidence on each Aspect
in the ES using range of methods of ODD. They will give specific attention to
the quality of learning; have discussions with learners, staff, leadership and
management, parents SBMC and community leaders. They will also, conduct
scrutiny of learners’ work, school’s records and documentation relating to
learners’ achievement and safety.
There shall be a clear focus on teaching and learning:

i. teaching / learning criteria are used effectively;
ii. the impact of teaching on learning is clear;
iii. any difference between the learning of specific groups of learners is
noted clearly and convincingly;
iv. illustrations / explanations that bring the lesson to life; and
v. strengths and weaknesses of the lesson.
8.4.3. There shall be a clear evaluation of learners’ achievement,

attainment and progress over time:
i. what learners know, understand and can do, or do not know and are
unable to do, are clearly identified;
ii. links with standardised levels, externally assessed courses and course
expectations are expressed unambiguously; and
iii. links with literacy and numeracy are identified where appropriate.
8.4.4.There shall be a clear evaluation of learners’

progress during lessons:
i. what learners have learned in the lesson and how much progress has
been made is clear;
ii. what helped or stopped learners from achieving highly (barriers to
learning) are identified;
iii. differences between groups of learners should be easily referenced (girls
and boy, special educational needs,) ; and
iv. evidence should be recorded, particularly in relation to attitudes,
behaviour and independence in learning.
55
During lesson observations it is helpful to use the key issues on Teaching and
learning and the Aide memoire below. Record observations in the EF for lesson
observation below
8.4.5 Use Aide memoire for lesson observation, remember, not all
the factors listed below will be relevant to every lesson.
1. The teacher plans effectively and sets clear objectives that are
understood:
The teacher has a written lesson plan;
The topic / level of content was related to the syllabus;
Objectives were communicated clearly at the start of the lesson;
There was a good structure to the lesson;
Activities / seat work were prepared for learners; and
The learning needs of individuals were incorporated into the lesson plan.
2. The teacher showed good subject knowledge and understanding:
The teacher had a thorough knowledge of the subject content covered in
the lesson;
Subject material was appropriate for the lesson; and
Knowledge was made relevant and interesting for the learners.
3. The teaching methods used enable all learners to learn effectively:
The lesson was linked to previous teaching and learning;
The ideas and experiences of learners were drawn upon;
A variety of activities and questioning techniques were used;
Instructions and explanations were clear and specific;
The teacher involved all learners, listened to them and responded
appropriately;
High standards of effort, accuracy and presentation were encouraged;
and
Appropriate methods of differentiation were used.
4. Learners are well managed and high standards of behaviour are insisted
upon:
Learners were praised regularly for their good effort and achievement;
56
Prompt action was taken to address poor behaviour; and
All learners were treated fairly, with equal emphasis on the work of boys
and girls, and all ability groups.
5. Learners’ work is assessed thoroughly:
Learners’ understanding was assessed throughout the lesson by the use
of questions;
Mistakes and misconceptions were recognised by the teacher and used
constructively to facilitate learning; and
Learners’ written work was assessed regularly and accurately.
6. Learners achieve productive outcomes:
Learners remained fully engaged throughout and made progress in the
lesson;
Learners understand what work was expected of them in the lesson;
The learners’ outcomes were consistent with the objectives set at the
beginning; and
The teachers and learners work at good pace.
7. The teacher makes effective use of time and resources:
Time was well utilised and learning was maintained for the full time available;
A good pace was maintained throughout the lesson;
Appropriate learning resources were used; and
Chalk board/ markerboard was used effectively.
8 The lesson is concluded effectively and homework is used effectively to
reinforce and extend learning:
The main points of the lesson were summarised;
The lesson was brought to a close; and
Homework was set and followed up.
8.4.6 The success or otherwise of the lesson is clear:

i. distinctive features in terms of teaching and learning come through
easily; and
ii. highs and lows are easily understood.
57
8.4.7 The principal/head teacher must be involved in the EE
Quality Assurance evaluation has the strongest impact on school improvement
when the school understands the evidence and findings that have led to the
judgments of the EE, and what it needs to do to improve.
The LE shall ensure that the principal/ head teacher:

i. is kept up-to-date about the progress of the EE;
ii. attends the formal daily team’s meeting at the end of each day unless
there are compelling reasons not to do so;
iii. understands how the team reaches its judgments;
iv. has opportunities to clarify how evidence is used to reach judgments;
and
v. is given the opportunity to present more evidence where necessary.
8.4.8 Joint lesson observations

The LE shall arrange to do at least one joint lesson observation with the principal
/head teacher and other senior teachers. This serves two purposes, to:
i. determine the principal/head teacher’s ability to evaluate teaching and
learning accurately; and
ii. serve as professional development for the principal/head teacher.
58
Section 3
Recording Evidence (EF) From Lesson

Observation
8.5.1 Introduction
All QA judgments shall be evidence based collected by range of methods of
ODD which shall be used to make judgments. The Evidence Form (EF) below
shall be used to record all evidence gathering activities during the observation
of Teaching and learning. A completed EF shall include a grade on each Aspect
listed at the bottom of the EF.
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EF for recording evidence during lesson observations
Date Lesson Observation Evidence Form Form No:
Evaluator School
Grade/Form *learners’ grouping No of learners
Subject *Observation Time Boys/Girls
Focus of activity
Evaluation:
S/n Cause (teacher activity) Effect ( learners’ response) Evidence

1.
2.
3.
4.
5.
Summary judgment
Lesson is…………..........................................................................................................................................................…..
because…………………………………….............................................................................................................................
……………………………………………………………....…………....................................................................................…
Areas of strength Areas for improvement

i i
Aspect Achievement Learners’ The quality The quality The quality The quality of The
& standards personal of Teaching of the of Care, the Learning effectiveness
skills and & learning Curriculum Guidance environment of Leadership &
participation and other and Safety Management
Activities
Grade
*Learners’ grouping refers to grouping according to ability levels

*Observation time refers to period spent observing the lesson
60
8.5.2 Gathering evidence on tasks and other Activities
Tasks and other activities are very important sources of information and data
that provide additional evidence on the quality of education schools give
learners in their care.
LE during pre-evaluation planning, shall allocate tasks and other activities to

each member of the team. They shall gather evidences on tasks and activities
as listed below and in table 8.2.4 above.
8.5.3 Some guidance for scrutinising learners’ work and when

talking to parents, teachers, learners and SBMC members
a) Securitising learners’ work,
In scrutinising learners’ work, QAEs must consider the following Aspects
and record judgment in the relevant EFs, the:
i. grade or form of the learners;

ii. size and makeup of the sample you are looking at; and
iii subject or other focus of the scrutiny.
Evaluators should focus on the following.

Teaching:
i. Is the work appropriate for all learners?

ii. Are learners’ previous work marked?
iii. Is there clear and evaluative feedback to the learners with respect to
comments on work?
iv. Are there constructive comments to help the learners improve?
v. Are the comments in the language learners understand?
vi. Is marking is consistent across the ability range of learners and is
marking followed-up?
vii. Does work match the ability of the learners?
viii. Does the teacher use praise to support and encourage learners? and
ix. Are learners with specials needs, including the gifted and
talented well catered of?
61
Attainment:
i. Attainment is as expected for learners of all levels;

ii. There is evidence of the school providing for the gifted and talented
learners with appropriate learning challenges; and
iii. There is evidence of support for learners’ needs, including the gifted
and talented.
Learning:
i. Learners learn through different strategies including Kinesthetic

(doing/practical), auditory and visuals;
ii. Work is matched to the learners’ ability and shows progression over
time, and
iii. There is evidence of independent learning.
Attitudes:
i. Positive consistency in presentation of learners’ work;

ii. Work is completed; and
iii. Corrections are done and it is evident that learners have pride
in their work
b) Talking to Parents
Make the parents comfortable. Introduce yourself and ask them to introduce
themselves. Explain the purpose of the meeting. Let them know whatever
they say is confidential. Try to develop a conversation and involve all.
In speaking or conversing with the parents, the Evaluator should focus on
the following:
i. Frequency and purpose of parents’ visits to school;

ii. Reaction of school to parents’ visits;
iii. Means of communication with parents;
iv. Feedback from school in respect of learners’ progress;
v. Parents’ impression of fees and levies;
62
vi. Level of participation in school affairs, SBMC and SDP;
vii. Parent’s opinion of areas that need improvement;
viii. Level of participation in decision-making in the school;
ix. PTA meetings attendance: its relevance and frequency;
x. Learners’ welfare by the school;
xi. Parents’ responsibility to the child to boost his/her school attendance;
xii. Relationship with the school;
xiii. Conflict resolution approach between school and parents;
xiv. Parents’ opinion on level of discipline;
xv. School rules and regulations;
xvi. Area(s) of the school in which parents desire change;
xvii. General tone of the school: discipline and attainment; and
xviii Their view of their child’s progress and standard of work.
c) Talking to learners
The following statements are guides. Supplement with your own
suggestions, as appropriate to the Aspect you are collecting evidence for,
and record it on an evidence form, making a record of:
i. the grade or form of the learners;

ii. the size and make-up of the learners you are talking to; and
iii. the focus of the discussions

From the onset, familiarise yourself with the learners. Gain their confidence
by introducing yourself and asking them to introduce themselves. Explain
what is going to happen. Tell them that what they say is confidential. Try
to develop a conversation and involve all. Do not ask learners leading
questions, or ask them to name poor teachers.
63
Evaluators are to focus on the following:
Teaching
i. Subject (s) learners like or dislike and why.

ii. Learners’ ability to assess how well they are doing in their work.
iii. Learners know what to do to improve their work.
iv. Learners are comfortable with the teaching methodology and
classroom management
Guidance and Counseling

Opportunities are created by the school for learners to report problems:
i. Learners know whom to talk to about their concerns;

ii. Learners receive timely and appropriate emotional support;
iii. Programmes exist to provide information on career choice, social
welfare, safety and health matters; and
iv. Learners are well represented in the SBMC and have a chance to
raise their concerns.
Homework
i. Relevance and frequency of homework;

ii. Subjects covered in the homework;
iii. Things learners like most about homework;
iv. Things learners dislike most about homework;
v. Homework effectively marked with constructive feedback;
vi. Understanding of teacher’s comments on homework;
vii. Consequences of not doing homework; and
viii. Learners ask questions when homework is not understood.
64
Behaviour
i. Fairness of school rules;

ii. Learners are aware of school rules and sanctions;
iii. Learners have fair and equal treatment;
iv. Learners know when they have done well and are celebrated, not
only in homework;
v. What learners like most about their school; and
vi. What learners like to be improved on.
d) Talking to teachers
The following are guides; supplement them with your own suggestions,
as appropriate and record the responses on an evidence form making a
record of:
i. their role in school and the grade or form of the learners they teach;
ii. the subject(s) they teach; and
iii. the focus of the discussion.
Make the teachers comfortable. Introduce yourself and ask the teachers
to introduce themselves. Explain what is going to happen. Tell them what
they say is confidential. Try to develop a conversation and involve all.
Evaluators are to focus on the following areas:

i. What teachers like most about the way the school is led and managed;
ii. What teachers like least;
iii. Teachers’ motivation by Proprietor/Principal/Head teacher/
Centre Supervisor, Senior Staff and colleagues (teachers’
well-being and security);
iv. Support to teachers by Proprietor/Principal/Head teacher/Centre
Supervisor/Senior Staff
v. View on staff appraisal process;
vi. Frequency of commendations for hard work/efforts;
65
vii. Provision for in-service training;
viii. Involvement in the development and implementation of SDP;
ix. Participation in taking major decisions in the school;
x. Encouragement to do innovative teaching and curriculum development;
xi. Delegated leadership team checks lesson plan regularly and
constructive feedback given;
xii. Areas of conflict with school leadership and how they are resolved;
xiii. Effectiveness of the leadership style of the Head Teacher/Principal/
Centre Supervisor;
xiv. How teachers manage learners’ behaviour in and around the school;
xv. Provisions available to support learners with special and behavioural
needs;
xvi. Suggested changes in the way the school is managed if teachers are
to assume leadership of the school; and
xvii View on SBMC‘s involvement and contribution to learners’
achievements.
Talking to Principals/Head teachers

In speaking to or discussing with the Principal/ Head teacher, the lead
evaluator should focus on the following:
i. The availability of clearly stated vision and mission statements which

are consistent with the school and national goals;
ii. Frequency of use of SS-e to appraise school performance;
iii. Uses of findings and recommendations from SS-e and EE;
iv. Involvement of PTA/SBMC in the development and
implementation of SDP;
v. Analysis and use of performance data for school improvement;
vi. Extent to which parents help the school in solving academic and
social problems of learners;
vii. The extent to which staff and learners are involved in decision
making, setting school goals and reviewing them;
66
viii. Effective use of committees and staffing structure for school
improvement;
ix. Frequency of supervision and monitoring of lesson activities by
Principal /Head teacher/Supervisors;
x. How effectively discrimination is tackled and conflicts promptly
resolved;
xi. The effectiveness of the provision made to cater for learners
with special needs;
xii. Extent to which leadership motivates teachers and learners to
improve on their performance;
xiii. The extent to which leadership delegates duties to both teachers
and learners;
xiv. How effectively leadership promotes and protects staff welfare;
xv. How effectively performance appraisal of staff (reflecting teachers’
competency) is focused on bringing about improvement;
xvi. The frequency of professional development for teachers, especially
for underperforming teachers;
xvii. Appropriate utilization of fund to bring about improvement;
xviii The extent to which record keeping is in line with statutory financial
regulations and SBMC’s advice;
xix. Impact of joint school-community projects and any private sector
involvement;
xx. The level of partnership in school events by parents, SBMC and
community members; and
xxi. Extent of compliance with recommendations in EE reports in the last
3 years.
Based on the Principal/Head teacher’s responses to the above key issues,

the Lead Evaluator needs to determine:
i. how effectively the school utilizes human and material resources to

improve learning outcomes;
ii. how effectively performance is monitored and improved through
quality assurance and self-evaluation;
67
iii. how effectively leaders and managers at all levels clearly direct
improvement and set clear priorities and targets in the SDP;
iv. the extent to which leaders and managers promote the well-being of
learners through high quality care, education and training;
v. how well equality of opportunity is promoted and discrimination
tackled with learners and teachers; and
vi. the support and challenge provided by the SBMC.
e) Talking to SBMC members

The following are guides; supplement them with your own suggestions, as
appropriate and record the responses on an evidence form.
Make the SBMC members comfortable. Introduce yourself and ask them
to introduce themselves. Tell them that what they say is confidential. Try to
develop a conversation.
In speaking to or discussing with SBMC members, the evaluator should
focus on the following:
i. Involvement of the community in school activities;

ii. Adequate representation of stakeholders in the SBMC;
iii. Learners’ and SBMC Committees in place;
iv. Assessment of the quality of relationship between school
leadership, SBMC PTA, Old Students’ Association and learners’
representative council;
v. Frequency of discussion of educational issues at SBMC meetings;
vi. Grade the quality of teaching and learning;
vii. The extent of discussion on factors that cause dropout and poor
performance at SBMC meetings;
viii. Extent of SBMC action to attract out-of-school children;
ix. Adequacy of the frequency of SBMC meetings;
x. Extent to which outcomes of SBMC meetings reflect consensus
decisions;
xi. Extent of implementation of decisions taken at SBMC meetings;
xii. Effectiveness of strategies for resolving conflict and addressing
issues of discipline in the school;
68
xiii. Adequacy of meeting learners’ welfare and protection needs by the
school;
xiv. Extent of SBMC support to the school, especially in the areas of
learners’ punctuality and attendance to school; and
xv. Actions of the SBMC to ensure that the school is a safe learning
environment for all learners.
8.5.4 Recording Evidence Form (EF) on Aspects, Tasks and

Activities
At the final meeting, each evaluator shall present his/her EFs on tasks and
other activities to the team which shall discuss them and arrive at corporate
judgment on the effect of tasks and activities on outcomes for learners. These
are recorded in the team’s Final EFs on tasks and other activities.
The Evidence Form (EF) below shall be used to record all evidence on tasks and
activities. A completed EF shall include a grade at the bottom for each of the
Aspect listed based on the evidence from range of ODD.
a. All Judgment on tasks and other activities shall be evidence based from
range of ODD.
b. EF should be clearly labeled, filled and convincing.
c. The text must match the grade awarded.
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Evidence Form for recording evidence on Aspects, Tasks and activities allocated to QAEs
Evidence Form Date Observation - Documentation - Discussion – Analysis – Others Form No.
(Circle one)
School
Aspect covered
Evaluation:
Summary judgment for Observation- Documentation – Discussion- Analysis- Others
Aspect Achievement Learners’ Teaching Curriculum Care, Learning L&M

& standards personal skills & learning and other Guidance, environment
and Participation Activities Safety
Grade
8.4.6 Feedback to teachers observed
The teachers observed will expect feedback on the lessons observed but it
may not be appropriate to give this immediately therefore, another time should
be arranged with the teacher observed. The feedback should be given privately,
with sensitivity and utmost sense of responsibility. Always start with what went
well or achieved during the lesson (strength of the lesson), moving on to areas
of weakness, where improvements are needed, what action to be taken and
the likely impact. Areas that could be better, especially in relation to teaching,
learning and learners progress should be included to aid the process of
feedback.
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Section 4
Collating the evidence and making judgments
8.6.1 There shall be two stages in collation of evidence and making judgment.
The first stage, individual QAE collation and judgments and the second stage
is the corporate collation and judgments.
At the end of EE, the LE shall allow time for each evaluator to reflect on the
evidence gathered on each Aspect and have a clear perspective on the quality
of teaching and learning as well as the evidences on the tasks and activities
allocated to each team member
8.6.2. First stage: Individual QAE Collation

Each QAE shall collate all the evidences from range of ODD Aspect by Aspect,
summarize and triangulate Aspect by Aspect to make valid judgment on each
Aspect. Grades and descriptors of judgment are recorded under each Aspect
on the single sheet Individual Collation Form below. Also, from the emerged
evidences and judgment, evaluator will identify common areas of strength and
areas for improvement in order of significance and record in bullets in the right
space in the collation form. This summary shall be shared with the team during
the final meeting. Each evaluator will also produce EFs for tasks and activities
allocated to individual team member.
Individual (QAEs) Collation Form for lesson observation

Grades for Aspects Individual areas Individual areas
of strength for improvement
A&S LPS&P T&L C&OA CG&S LE L&m * *
observed
Lessons
1st lesson
2nd lesson
3rd lesson
4th lesson
5th lesson
6th lesson
7th lesson
8th lesson
Individual collated
judgment (grades
determined by
grads with the
highest frequency)
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8.6.3 Second stage: Team’s collation and corporate judgment
When all Individual Collation Forms are ready, the LE shall call the final meeting
of the team. The LE shall chair the general final meeting using the ES to
guide the agenda. Each team member shall present his/her judgment in the
Individual Collated form. The team shall deliberate on them Aspect by Aspect
and triangulate the ODD evidences on it to arrive at corporate judgments with
grade. This shall be done for all Aspect. When an Aspect is being discussed,
the evaluator allocated for the Aspect being discussed shall preside. The
evaluator shall collect all EFs on his/her Aspect from other evaluators and
record on properly labeled EF form e.g. ‘’the Team’s EF on Achievement and
standards.” As well as write the report on the Aspect. Use EF on Aspects, Tasks
and Activities.
However, the secretary to the team shall fill the summary Team Collation form
below for all the Aspects, overall effectiveness as well as areas of strength and
for improvements. This shall be the basis for briefing the school and the EE
report.
After judgments on all Aspects are agreed, the team shall reflect on all evidences
collated and make corporate judgment on the school’s overall effectiveness, the
key strengths – ‘What the school does well’ and what it fails to do well. These
shall be stated in the box of overall effectiveness. The team shall consider the
areas of what the school failed to do well and agree on ‘What the school should
do to improve further’. This statement shall reflect; actions to be taken, why the
actions and the impact of the actions.
In the statement of overall effectiveness, there shall be a balance in the grade,

the numbers areas of strength and the numbers of areas for improvement of
the school. For example, a school graded good may have six or seven areas of
strengths and but not more than two or three areas for improvement from the
significant Aspect.
The LE shall write the EFs and report on overall effectiveness, strength and areas
for improvement and shall ensure that all judgments grades and descriptors are
consistent with the evidences and the context of the final report.
8.6.4 EE team must secure its Judgments.

LE must ensure that the team secures its judgments by:
I. Collectively agreeing on all judgments;
II. Use descriptors and grades;
III. Support judgment with convincing robust range of recorded EFs;
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IV. Identify areas of strength, weaknesses and what the school should do to
improve; and
V. Discuss emerging trends with the principal/head teacher.
8.6.5 Validating SEF

The team shall use the final corporate judgment to validate SEF Aspect by
Aspect. If the evidence gathered and corporate judgment of the team and the
school are the same, it confirms that the school’s evaluation of itself is correct
and the school has the capacity to evaluate itself correctly. However, if different,
the school shall be asked to support its judgment with further evidence. If this
fails, the corporate judgment of the team stands.This shall be stated clearly in
the external evaluation report under respective Aspect.
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Team Collation Form
Team number…………..
Team members:
i. ……………………………………………………..
ii. ……………………………………………………..
iii. ……………………………………………………..
iv. ……………………………………………………..
v. ……………………………………………………..
QAEs Grades for Aspects Areas of strength Areas for

improvement
A&S LPS&P T&L C&OA CG&S LE L&m i. i.
i.
ii.
iii.
iv.
v.
Corporate
judgment
(grades with
the highest
frequency)
Overall
effectiveness
of the school:
(Refer to
Pitched
judgment
on overall
effectiveness)
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8.5.5 School briefing / feedback
At end of the final day of EE, before leaving the school, the LE shall lead the
team using the Team Collation Form to give oral briefing to the principal /head
teacher and other senior leaders on the team’s findings of the EE. The briefing
shall focus on:
i. Overall effectiveness of the school;
ii. What the school does well (Areas of strength);
iii. Areas of weaknesses; and
iv. How the school can improve further (Areas for improvement).
During briefing the LE shall provide opportunity for the school to understand why
judgments have been made and invite the principal/head teacher for comment
on the briefing and general EE process. In addition, The LE will inform the
Leadership that a report shall be written with a clear account of the findings of
the EE. The wider community and civil society shall be informed of the evaluation
findings through the publication of school, state and national reports.
In conclusion, as feedback from the school, the LE shall invite the principal/head
teacher to fill and sign the School External Evaluation Survey Form below which
the LE shall collect after the signature and add to the team’s EE documents on
the EE in the school.
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School External Evaluation Survey Form
Name of School……………………………………………………………….………..…
Date of external evaluation…………………….....…………………………………….
Name of Lead evaluator………………………………………………..……………..…
Thank you for completing this form. The information that you provide will help us to improve the quality of external evaluation. Please
consider each statement and place a tick in the box that best reflects your opinion.
Strongly agree Agree Disagree Strongly disagree
Overall, I am satisfied with the way the external evaluation was

carried out
Overall, I am satisfied with the quality of the evaluation report
Overall, I am satisfied with the state’s communication processes

to support our external review
The dialogue between evaluators and staff was productive in

identifying ways in which practice can be improved
The evaluation constructively challenged the views expressed in

the school’s self-evaluation form
Judgments about the school are fair and accurate
The evaluation identified the right issues for improvement
I will use the evaluation`s recommendations to move the school/

my teaching forward
There was a good match between the oral feedback and the
written report.
The demands placed on me for information and documentation

were reasonable
The benefits of the evaluation outweighed the negative aspects
I confirm that the findings recorded in the report will be communicated to all of the parents during a parents’ meeting following their
publication and that the main findings will be shared with learners.
Name of Principal /Head teacher:........................................................................................................................................................................
Signature:...................................................................................................... Date:..............................................................................................
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Section 5
Post External Evaluation
8.7.1 Guidance on writing External Evaluation report
Back in the office

i. Each QAE writes the text for the Aspect(s) allocated to him/her.
ii. With contributions from the team, the reporting evaluator puts together a
first draft;
iii. LE and the team agree on the final version of the report.
iv. Reports shall emphasize positive features first and then areas for
improvement based on evidence on which judgments have been made.
In addition, a written report shall give a clear and convincing account of
the findings of the EE. The wider community and civil society shall be
informed of the evaluation findings through the publication in the school,
state and national reports.
v. LE shall ensure that EE report is produced using the prescribed QA
report format below within two weeks of the end of EE.
vi. Report shall be written in simple evaluative language while obeying QA
writing protocol and house style.
vii. The report and all documents on the EE shall be put in appropriately
labeled envelope, showing:
viii. the name of the school quality assured;
ix. the name of the LE and his telephone number;
x. the names of the team and their GSM numbers;
xi. The envelop shall contain the following documents:
a. EE report;
b. SEF;
c. SDP;
d. Deployment Form;
e. Team’s Tasks Distribution Form;
f. Allocation of activities list;
77
g. Well labeled Individual Collated Evidence Forms;
h. Well labeled Team Collated Evidence Forms;
i. All Individual properly labeled Evidence Forms;
j. Individual signed Code of conduct form;
k. External Evaluation Survey;
l. EFs for Parent’s interview;
m. EFs for SBMC’s interview;
n. EFs for Parents’ interview; and
o. EFs for learners’ interview.
8.7.2. How EE report should be issued

The envelope containing the EE report and above listed documents should be
quality assured by trained Quality Assurance Readers (QARs) at the necessary
levels (LGEA, SUBEB and others), signed off as fit for purpose by the head of
EQAA and sent to the school quality assured. The report should be published
within 28 working days of the end of the evaluation. A copy of the report should
be sent to the:
i. Principal/head teacher
ii. LGEA
iii. appropriate authority or proprietor (for example, the governing body or
the appropriate authority)
iv. SBMC and PTA
8.7.3 Validating EE reports

A variety of quality assurance methods shall be employed at different times
during the EE process to validate EE reports. The range shall include:
i. Observing QAEs during the school external evaluation;
ii. Reviewing the evidence gathered during the evaluation;
iii. Holding discussions with QAEs, principals/head teachers and others
involved with the evaluation;
iv. Receiving feedback from schools about their external evaluation;
78
v. Evaluators reviewing their own and others’ contribution to the evaluation
process;
vi. Analysis of samples of evidence based reports; and
vii. Checking the quality of draft reports by EQARs before publication.
8.6.5 The purposes of validating external evaluations are to:

i. secure the integrity of the external evaluation exercise;
ii. inform the professional development needs of individual QAE;
iii. guide improvement to training programmes;
iv. guide improvement to operational systems and functions; and
v. provide a sound basis for evaluating the impact of EE on improving
schools
8.6.6. Publication and dissemination of report

The report shall be sent to the appropriate authority, the school and the SBMCs
and also made available to the library, radio station, local newspaper, and internet
and be made accessible to parents. The state will demand that every school
holds a meeting for parents and members of the SBMC as soon as possible
after receiving the report. This meeting will also be attended by the school’s
local school supervisor and the LE, who will explain the team’s judgments to
parents. The state will compile various schools’ evaluation reports to produce
a state’s report on QA, which is sent to NEQAB for the production of Annual
National Report on the state of education and establish a nationwide data
base below tertiary level.
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This template provides guidance within each section of what should be included in
the final report
Quality Assurance Evaluation Report
6 steps down {
1 step down
{ School name
4 steps down
{ Address
{
Local government area
Type of school
Phase/age of learners
1 step down Number of boys and girls
2 steps down
{ Time of sessions
Dates of evaluation
1 step down

{ Lead evaluator
Team evaluators
80
External Evaluation Report
The evaluation was carried out by a team of …….. (Put in No. of evaluators here)
evaluators. The team observed a total of..... lessons and held discussions with the
principal/head teacher, other staff and the chair of the governing board/SBMC/PTA.
The views of learners from most year groups were also sought. External evaluators
observed the school at work and reviewed learners’ books, their examination and
test results and a range of school documents, including curriculum plans.
Description of the School
5 – 10 lines of description
Describe the main factual characteristics of the school, avoiding making judgments.
What evaluation judgments mean
Descriptors Grades Description of each aspect of the report

Outstanding 1 Quality is very effective, efficient and inclusive.
Good 2 Quality is effective in many respects but there is some room for im-
provement
Fair 3 Quality is adequate. Steps have been taken to improve but they have
not alw ways always been effective
Poor 4 Quality is below that expected and little improvement has been made.
Very poor 5 Quality is very poor and steps have not been taken to improve it.
Main Findings:
Overall Effectiveness of the school Grade

2 or 3 paragraphs of description that explains the judgment of overall effectiveness
For example: The school provides a fair quality of education and as a result pupils make reasonable
progress in their learning. Teaching varies in quality but most is fair or better. The school is
managed well on a day to day basis but there is not enough focus on monitoring its work to help
it improve.
What the school does well

List not more than five significant points in an outstanding school and not more
than two minor strengths in a very poor school.
List main points in order of significance
• Etc.
• Etc.
What the school should do to improve further: List no more than two relatively
minor points in an outstanding school and not more than four significant points for
improvement in a very poor school. There should be clear actions for improvement
drawn from the most significant of the weakest areas of performance which are
hindering the school’s improvement to a higher grade. The weaknesses need to be
flagged in the Overall effectiveness section.
81
General actions for improvement, such as ‘Improve the quality of teaching’, are
not helpful. Evaluators must be precise in specifying the exact action needed, for
example, which elements of teaching require improvement, or in which subjects or
year groups, for example:
1. Raise the quality of teaching and learning from fair to good by ensuring that
learners have opportunities to respond to open-ended questions and to
discuss their responses.
2. Improve the consistency and quality of assessment throughout the school to
provide learners with detailed feedback and enhance learning outcomes.
Outcome for Learners

Achievement and standards Grade:
1/2 Paragraphs (10 – 15 lines)
Text should provide a brief comment on the key strengths and weaknesses which support the grade
given. This section must include an evaluation of performance in external tests and examinations.
The learners’ learning and performance in the classroom as observed by evaluators should also
be commented on noting where learning is better or slower across subjects and sections of the
school
Learners’ Personal Skills and Participation Grade:

1/2/ paragraphs (10 – 15 lines)
Comment on the extent of learners’ spiritual, moral, social and cultural development, their
adoption of healthy and safe lifestyles, how well they enjoy their education and their behaviour.
Include a statement about attendance rates at the school and how well learners contribute to
their community and how well prepared they are for the next stage of their education and future
well-being.
The quality of provision
The quality of Teaching and learning Grade:

Write a short comment capturing key strengths and weaknesses in the quality of teaching,
particularly those which explain the outcomes for learners.
The quality of Curriculum and other Activities Grade:

Comment on the breadth of the curriculum, the extent to which it meets external requirements
and how well it is enriched by the use of the wider community
The quality of Care, Guidance and Safety Grade:

Briefly evaluate how well the school provides for learners’ welfare and safety, provides support,
advice and guidance, monitors their academic and personal achievements and seeks to involve
them in learning for themselves.
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The quality of Learning environment Grade:
Briefly provide an evaluation of the extent to which the learning environment supports (or hinders)
learning
The effectiveness of Leadership and management Grade:

You should capture the main features of leadership and management, which explain the school’s
overall effectiveness and its capacity to improve. You must comment on the effectiveness with
which leaders and managers:
i. monitor the school’s provision and outcomes for learners;
ii. set priorities in a development plan and help drive improvement;
iii. promote equality and tackle discrimination; and
iv. ensure that learners are safe and secure in school.
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Summary of external evaluation judgments
Key to judgments: Outstanding School Grade
Good Overall
Fair
Poor
Very poor
Overall effectiveness of the school
Achievement and standards
The standards reached by learners
How well learners make progress, taking account of any significant variations between groups
of learners
How well learners with special needs make progress
Learners’ personal skills and their participation
The extent to which the quality of teaching and learning in meeting the full range of
learners' needs.
The quality of the curriculum and other activities meet the range of needs and
interest of learners.
The quality of care, guidance and safety.
The quality of the learning environment
The effectiveness of leadership and management
How effectively leaders and managers at all levels set clear direction leading to improvement
and promote high quality of care and education
How effectively leaders and managers set clear targets for improvement and devise plans for
achieving them in a development plan
The effectiveness of the school's self-evaluation
How well equality of opportunity is promoted and discrimination tackled so that all learners
achieve as well as they can
Lead Evaluator……………...………........................................…..Signature……………..................………………Date…………....................…..
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Chapter 9
Code of conduct
9.1 Introduction
The code of conduct is the work ethics expected of every evaluator in the
execution of his/her duties. The need for evaluators in the system to have work
ethics is paramount, as these ethics should inform the personality, attitude and
carriage of the evaluator during and after the evaluation processes. Evaluators
that fall short of these expectations will be sanctioned.
As part of the quality assurance process, all evaluators must uphold the highest
professional standards so that those in schools are treated fairly and gain the
maximum benefit from the external evaluation. This code of conduct underpins
the external evaluation process and secures its integrity. External evaluators
must carry out their work without fear or favour and must not expect preferential
treatment. For example, it is best to take your own food rather than accept a
free meal.
External evaluators will be given the requisite training, tools and materials to
carry out their work in accordance with terms and conditions of the service.
9.2 Code of conduct for QAEs:

External Evaluators shall act in accordance with the code of conduct:
QAEs shall:
i. not ask or accept any form of gratification in the course of their
assignment;
ii. be punctual and time conscious;
iii. evaluate objectively;
iv. have no connection with the school which could undermine their
objectivity and report honestly;
v. carry out their work with integrity, treating all those they meet with
courtesy and sensitivity;
vi. do all they can to minimize the stress on those involved in the evaluation,
and act with their best interests and well-being as priorities;
vii. maintain purposeful and productive dialogue with those being evaluated,
and communicate judgments clearly and frankly;
85
viii. respect the confidentiality of information, particularly about individuals
and their work;
ix. have a good knowledge of relevant education and quality standards;
x. be a good team player, co-operate and support each other;
xi. be smart and appropriately dressed;
xii. be tolerant, patient and resourceful at all times;
xiii. be a keen observer and a good listener; and
xiv. instill confidence, minimize disruption and ensure cooperation of staff
and learners
In addition, QAEs shall be impartial and ensure that their judgments are:
i. secure – based on evidence;
ii. first hand – largely based on direct observation and not hear-say;
iii. reliable – based on agreed and consistent assessment procedures;
iv. valid – should reflect what is actually achieved and provided by the
school;
v. comprehensive – covering all aspects of the schools evaluated;
vi. prognostic – predictive of the future performance of a school in providing
quality education if the recommended interventions are put in place; and
vii. corporate – the conclusions on the school’s report reflect the collective
view of the members of the external evaluation team and, hopefully, the
whole school community itself.
Any behaviour of an evaluator which is prejudicial to the code of

conduct shall be given appropriate sanctions such as exclusion from
further evaluation for a period of one year.
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Part three
Training, accreditation and professional

development of Education Quality
Assurance Evaluators
87
Chapter 10
Training and Accreditation of Education Quality

10.1 Accreditation of External Education Quality Assurance Evaluators

External evaluation of schools is to be carried out by accredited QEAEs. To
assure even quality, the NEQAB will provide, in collaboration with SEQAB,
guidelines for the training and accreditation of external evaluators including
method of monitoring and assuring the quality of the process.
The main EE will initially be employees of the Federal and State Education
QA bodies. Retired QAEs and other senior educationists may be invited to be
trained and accredited as the need arises. Individual experts in special needs
education will be encouraged to apply.
To be eligible to become an accredited external evaluator and to carry out

external evaluations, individuals must pass successfully through a process of
selection, training, assessment, and probation before being finally accredited.
Accreditation process
Application to
Accreditation Start
NEQAB/SEQAB
End to be an
evaluator
Selection for
Probationary
interview &
evaluation
training
Shadow
evaluation Theoretical
training
Written
assessment
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The maximum age for an external evaluator will be 65 years, although it is
recognised that those employed at Federal and State levels will retire at 60.
In exceptional circumstances, the maximum age for remaining an accredited
evaluator may be extended. This will be at the discretion of the head of NEQAB
or the head of the relevant SEQAB.
The application process to become an external evaluator will be advertised

when and as necessary. Individuals who apply will receive information about
the role, the required qualifications and the person specifications. They will
fill out an application form and send it to NEQAB or to the relevant SEQAB.
Applications will be sifted according to the selection criteria below.
10.2 Accreditation criteria

Qualifications required of External Evaluators are:
i. a minimum of Bachelor Degree in Education or its equivalent; or a
minimum of Bachelor degree and a professional certificate in education
or its equivalent; and
ii. registration with the Teachers Registration Council (TRCN).
Experiences required are:

i. have at least 12 years of teaching experience; and
ii. Be on Grade Level 14 or its equivalent except in states with certain
peculiarities.
10.3 Personal Attributes

It is essential that prospective External Evaluators should demonstrate the
following character, skills and attributes:
i. modesty;
ii. confidence but not arrogance;
iii. knowledgeable about education, well informed about relevant
Government policies and regulations for teachers;
iv. ICT literate;
v. able to collect, collate, analyse data and make evaluative judgments;
vi. able to manage projects, well organised and resourceful;
vii. have good communication skills; articulate and able to pursue and
influence both orally and in writing;
89
viii. good listener, able to respond appropriately;
ix. team player and a team leader;
x. gender sensitive;
xi. tolerant and caring; keeping the best interests of the learners at the
forefront at all times;
xii. high integrity;
xiii. good role model for others in the profession;
xiv. respect for confidentiality when this is necessary; and
xv. skill and ability to make decisions based on sound evidence.
90
Chapter 11
The Quality Assurance Process for

Accreditation of Education Quality
11.1 Accreditation process

Activity Quality assurance mechanism
Training is carried out using • Monitoring visits by NEQAB and SEQAB by observing the training and getting
Nationally agreed materials, feedback from trainees through talking with them.
processes by QAEs with training
skills to required standards • Give advice and feedback to improve quality.
so that trainees make good
• Standardised evaluation templates on quality of training and trainer used by
progress.
NEQAB and SEQAB to determine quality of training-
• Use the results to develop individuals or improve materials, etc.

Trainees equipped for shadow • Trainees evaluate training using standardised evaluation templates
evaluations.
• Result of training is sent to SEQAB to check; and
• the analysis shared with NEQAB.

Trainee’s work on shadow Mentor completes evaluation templates on quality of trainee’s work – goes into
evaluations. trainee’s individual file as part of accreditation assessment.
Mentor’s support on shadow Trainee completes report templates on quality of support and guidance and
evaluations. usefulness of shadow evaluation.
Assessment process follows Sample monitoring visits from NEQAB and SEQAB to evaluate quality, and reporting
national guidelines to the full, to relevant SEQAB and NEQAB.
conditions and material for
assessment appropriate.
Probation or first evaluation. NEQAB and SEQAB as appropriate monitors and evaluate work on one day of
external evaluation as final stage in accreditation process. Reports are written and
fed into individual’s file to determine his/her future.
Total process. Send a questionnaire to each trainee who completed the whole process to see where
there can be improvements in the processes: NEQAB and SEQAB could collaborate
to see why some fail and some do well. This would enable them to strategically
improve the whole process.
Schools must be informed that Schools are asked to comment on end of evaluation questionnaire/survey form.
they are to be evaluated 1week
before the evaluation.
Pre-evaluation documentation Lead external evaluator to include as part of evidence base on leadership and
received from school in time and management.
of appropriate quality.
Pre-evaluation meeting of team Ask team if they feel well prepared, clear of their roles and responsibilities and know
or lead External Evaluator writes enough about the school to begin to evaluate well.
briefs for team. Team is given
roles and responsibilities for
evaluation.
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11.2 Continuous Professional Development (CPD) of Accredited
Education Quality Assurance Evaluator
There will be regular training for relevant National Education Quality Assurance
Evaluators (NEQAEs) and States Education Quality Assurance Evaluators
(SEQAEs).
This training will cover:

• analysis of data and evidence about the Whole School System in Nigeria;
• quality assuring evaluations;
• quality assuring reports;
• writing annual and other reports; and
• reporting to the Minister, National Assembly and other bodies.
The Body would provide training if there are national initiatives or new policies
to be evaluated in schools. NEQAB in collaboration with SEQAB will provide
training through train-the-trainers or publishing distant learning materials.
Continuous professional development is mandatory and an external evaluator

would lose his/her accreditation to work as an evaluator, if he/she fails to improve
professionally.
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Chapter 12
Training Syllabus
12.1 Introduction
The selected candidates will be invited for training that will cover the syllabus
identified below.
The syllabus for the theoretical training is outlined below:

i. relevant policies and educational structures;
ii. the Education Quality Assurance Handbook for Nigeria;
iii. understanding quality standards;
iv. knowledge and understanding of each Aspect of the evaluation
schedule:
Achievement and standards;
Learners personal skills and their participation;
Quality of Teaching and learning;
Quality of Curriculum and other activities;
Quality of Care, guidance and safety;
Quality of Learning environment;
Effectiveness of Leadership and management; and
Overall effectiveness of the school.
How to use the schedule and the pitched judgments for each of these areas:
i. collect evidence using the handbook;
ii. Interview techniques;
iii. analysing data, data management;
iv. making judgments about learners work;
v. making valid judgments as an individual and contributing to corporate
judgments ;
vi. making corporate judgments using the evidence;
vii. feedback to teachers and briefing leadership and senior management;
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viii. ICT training;
ix. report writing;
x. taking up role: - how to be both a lead evaluator and a team member;
xi. leadership skills including:
• planning an evaluation;
• managing evaluations; and
• managing and quality- assuring the work of the team.
12.2 Written Assessment

After the training/course, there will be a written assessment devised and
administered by NEQAB: to assess knowledge acquired on the course and the
following competencies:
i. planning an external evaluation;
ii. managing an external evaluation;
iii. professional knowledge and judgments on quality and standards;
iv. ability to collect and analyse valid evidence and identifying the main
issues;
v. report writing skills; and
vi. speech skills.
If a trainee has successfully passed the theoretical training, he/she is eligible for
the next stage - ‘On-the-job’ training called shadow evaluation.
12.3 Shadow Evaluation

One or two trainees, according to the size of the team, will be attached to an
external evaluation team to observe and learn.
Each trainee would be assigned a team member as a mentor who would take
their protégée to different evaluation activities and ensure he or she has an
insight into all aspects of the evaluation. He or she must not work as an individual
during the evaluation, nor will his or her judgments be used for the final team’s
conclusions. After the shadow evaluation, the mentor will evaluate the trainee
and write a report that will be forwarded to the relevant Body, National or State.
If a trainee evaluator is successful in both theoretical and practical shadow
94
evaluations, he or she will be invited to enter a probationary period. The
probationary period involves carrying out two or more external evaluations as a
full team member. If they complete all their training and the probationary work
satisfactorily, they will be accredited by NEQAB in collaboration with SEQAB
and receive a certificate and identity card which will be valid for 6 years. If they
fail their probationary evaluation, they have two further chances only, to retake
this successfully.
12.4 Quality Assurance Mentoring (QAM)

Visits may be carried out on a small sample of external evaluators by an
experienced QAM. Such visits are intended to support the QAEs by providing
them onsite guidance and coaching to them and so improve their practice.
These visits will also:
i. help QAEs fulfill their roles well;
ii. ensure evaluation outcomes are accurate;
iii. provide guidance to inform the focus for general training; and
iv. enable the management of QAE’s performance to be fair and for their
training to be based accurately on need.
An EE may be chosen for a QAM visit because:

i. it is the lead QAE’s first evaluation;
ii. there is a concern about this school; and
iii. there is a concern about the work of the QAE.
During QAMs visits, discussions might be held with the QAEs, the principal/
head teacher and or others being evaluated and observe evaluation activities
such as lesson observations, feedback, team meeting and school briefing. The
QAM will review the recorded evidence being gathered, for which a structured
form is provided in this handbook.
Before the final report is published, quality assurance checks will be made on
the draft report by an experienced Quality Assurance Reader (QAR) who is a
QAE skilled in writing school evaluation reports. The lead QAE and the reporting
QAE will receive feedback from the QAR. Within one week of the publication
of the report, the school will give feedback on the external evaluation process
from its perspective using a standard form.
Following the external evaluation, a number of other quality assurance activities

will inform the evaluation practice. For example, a sample of evidence bases
spanning several external evaluations may be analyzed to learn lessons for the
95
development of evaluation skills and practice. Similarly, samples of reports will
also be reviewed.
At the end of each activity, a feedback report will be provided for the individual
reviewer and held centrally to inform the development of the review practice.
12.5 The Process of Quality Assurance Arrangements
One month
External End of
Publication after Over
evaluation external
of report publication time
begins evaluation
of report
During During the following 3 Within one month of As needed

evaluation weeks publication
QAM visits Read report and Feedback from Analysis of

on a small feedback from QAR school samples of
sample of to lead evaluator evidence
schools bases
Feedback from lead Analysis of

evaluator to QAR samples of
reports
Improving external evaluation quality and practice
To be done on a small To be done on all

sample of external external evaluations
evaluations
12.6 Supporting documentation for the quality assurance of External

Evaluations of schools
This section should be read in conjunction with chapter 12.3 to 12.5 of this
Handbook. The forms provided in this section are intended to structure the
collection of evidence and provide criteria for evaluating the consistencyand
quality of external evaluations at each stage of the process.
Some of the checks, such as a check of the draft report by an appointed reader
who will provide feedback and guidance to the lead evaluator about the report’s
quality, will occur on every external evaluation. Other types of monitoring, such
as a monitoring visit to the school by an experienced evaluator while it is being
evaluated by a team, will happen on a small sample of schools to provide
information to guide improvements to the whole process.
96
External evaluation of SCHOOLS
On-site Quality assurance mentoring visit -- Summary Monitoring Form

Lead evaluator: School: Purpose: This form is used to provide written feedback on selected
external evaluations and may be used as part of general feedback
to lead officers.
Date of external
evaluation:
The purpose of the on-site monitoring visit is to ensure that the conduct of the external evaluation is highly professional
and that the lead evaluator and team are:
• Communicating findings clearly and helpfully to the school

• Making judgements about the school and what it needs to do to improve fairly and accurately
• Contributing constructively to the improvement of the school
• Gathering evidence which is sufficient and reliable and substantiates all evaluation judgements
• Following the Code of Conduct to a high standard
Criteria Comment (where appropriate)
The lead evaluation officer has ensured that the team is
fully briefed about the school, taking full account of the
school’s SEF to plan the evaluation.
The lead and team evaluation officers have established
a good climate in which the external evaluation is valued
by the school. The code of conduct has been upheld to
a high standard and no personal gratification offered or
taken.
The lead evaluation officer has set high expectations of
the team and has planned and managed the evaluation
process effectively.
The lead and team evaluation officers have ensured that
the main judgements about the school are corporate and
consistent with the evidence.
Evidence forms are being completed properly.
The school feels that the external review is contributing to
its improvement (specify in what way).
Overall comment (including strengths and weaknesses):
Monitoring outcome (delete as appropriate):
1. The conduct of the evaluation is highly professional and exceeds basic requirements: future external evaluations may
be monitored as part of the QA sample
2. Future external evaluations may be monitored to ensure the professional advice set out above is adopted
3. Aspects of the external evaluation do not meet the required standard; further guidance will be provided and future
external evaluations will be monitored
Signed: Date:
97
EXTERNAL EVALUATION OF SCHOOLS
Quality Assurance Reader’s Report Form
School: Lead evaluator: Reader:
Date of external Date of reading:

evaluation:
Purpose: This form is used by the QAR to:
• Ensure the report is fit for purpose.

• Provide additional information to authors of reports where necessary.
• Explain changes suggested by the QAR using the track change facility.
REPORT
Key evaluations Y/N Comment as appropriate
The report is CONSISTENT:
• The grades given in the Annex match those in the report
• Judgements made in different parts of the report are consistent, they

do not conflict
• Strengths can be easily traced throughout the report
• What the school has to do to improve further can be easily traced

within overall effectiveness and explained elsewhere in the report.
• The report is CONVINCING:
• The impact of leadership and management on provision is clearly ex-

plained
• The impact of provision on standards, achievement and progress is

coherent and plausible
• Any anomalies in the grading pattern are credible and explained well
• The identified areas for improvement are helpful in moving the school
forward.
• The report is CLEAR:
• The overall grade for each paragraph is effectively supported and

explained by the text
• Cause and effect are explained well within each paragraph
• Lively and interesting words are used

• The report is CONCISE:
• The overall length of the report is in line with the guidelines
• There is no unnecessary repetition, particularly of weaknesses

that are not the main issues for improvement.
• Words are used economically
The report is COMPLIANT:
The report follows the guidelines in the report template
98
The report is CORRECT:
• Spelling is accurate
• Grammar is correct
• Punctuation is right
• Jargon is absent
• Text refers to teaching rather than teachers, especially if negative

OVERALL COMMENT
Overall comment:
99
Appendix
Definition of Terms
Accreditation of External Evaluators – is a process of selecting, training,

assessing, probation and certification of Education Quality Assurance Evaluators.
Assessment: is the process of finding out how well learners learn what they are
taught. This is a continuous process using a variety of forms for different purposes.
Formative assessment includes the regular marking and evaluation of learners’ work
and includes feedback on how to improve. It also includes learners’ assessment of
their own work and that of their peers. Summative assessment is a formal process
at the end of a year or unit of work, often taking the form of public examination or
internal testing
Attainment: is the level of learners’ achievement, usually measured by reference
to the national, state, MLA and other benchmarks, such as test and examination
results.
External Evaluation - is evaluation carried out by accredited education external
evaluators that focus on quality. The evaluators look at the whole school using the
education quality assurance criteria and indicators in the schedule.
Follow- through Evaluations –These are return and additional evaluations on
schools that fall below poor minimum national standards during the initial evaluation.
These additional EE shall focus on the initial recommendations given to the school
to evaluate their progress. These evaluations continue until the school meets the
recommendations after which the school joins the regular EE cycle.
Learners – is used throughout this handbook to describe persons of all ages, below
tertiary level, receiving education in formal and non-formal settings.
Monitoring Evaluations – is the process of supporting schools judged after EE to
require improvement in significant Aspects of the Evaluation schedule. Such areas of
improvement include; Teaching and learning, Leadership and management.
Progress – is the gains learners make in learning made between two points in time.
Learners may make very poor, poor, good or outstanding gains in relation to their
starting points.
Quality Assurance Mentors– are highly experienced and trained QAEs who
provide on-site guidance and support to less experienced EQA evaluators (mentees)
to fulfill their roles well and ensure that evaluation outcomes are correct.
Quality Assurance Readers- are QAEs trained and skilled in QA reading of EE
reports.
100
Quality Standards – are nationally agreed standards which are the goals to which
all learners, teachers, staff and those who lead and manage schools should aspire
to attain or surpass
School – denotes all government and private schools, as well as informal and non-
formal education centers in which learners below tertiary level are educated.
School Based Management Committee – is a structure representing all the
stakeholders of the community who are willing and able to improve the management
of the school to ensure improved Teaching and learning.
School Self-evaluation- is a school-based evaluation carried out by principals,
School Management Teams (SBMC) and school communities at large. The guidelines,
criteria are in the Evaluation Schedule which provides the framework against which
performance is to be measured consistently nationwide. Through self-evaluation,
schools will be able to prepare effectively for external evaluation, and ultimately
school self-improvement.
Whole School Evaluation – is a systematic process of evaluating every aspect of
school life and work as detailed in the evaluation schedule. It includes both school
self evaluation and external evaluation.
101
Contact details
The Director
Federal Education Quality
Assurance Service (FEQAS)
Federal Secretariat
Abuja
102

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Federal Ministry of Education

Federal Education Quality Assurance Service

National Education Quality

BECE Basic Education Certificate Examination

Mal. Adamu Adamu

I appreciate the support of the Honourable Minister of Education, Mal. Adamu

The Ministry acknowledges the assistance of the Education Sector Support In

Dr. (Mrs.) Folashade Esan

Part two: The Evaluation Schedule (ES).

Part three: Accreditation and professional development.

*Whenever Quality Assurance (QA) is mentioned in this handbook it refers to

The national and state models of

Background and Context

Principles and Ideals of Education Quality

School external evaluation is a painstaking process which involves teams of

2.2 Principles of Education Quality Assurance

2.4 The ideals that underpin education quality assurance

National Education Quality Standards

3.2.1 Outcomes for learners

3.1.1 Early Child Care and Development/Pre-primary education

Values and Norms

Every child should:

Competence and Skills

Every child should:

Values and Norms

By the end of primary 1-3, every child should:

Competence and Skills

By the end of primary 1-3, every child should:

Values and Norms

By the end of primary 4-6, every child should:

Competence and Skills

By the end of primary 4 – 6, every child should:

3.2.3. Junior Secondary education

By the end of junior secondary education, every learner should:

Competence and skills

Values and Norms

By the end of Senior Secondary Education, every learner should:

Competence and Skills

By the end of Senior Secondary Education, at least 70% of learners are to

3.3 The Requirements of Provision

3.3.1 The quality of Teaching and learning:

3.3.2 The quality of the Curriculum and other Activities

3.3.3 The quality of Care, Guidance and Safety

3.3.4 The quality of the Learning environment

3.3.5 The effectiveness of the Leadership and management

The Evaluation Schedule, Quality

It guides the main steps in the process of:

4.2.1 Structure of the Evaluation Schedule

(B) The quality of provision:

(C) The Effectiveness of Leadership and management

(D) Judgment grades and descriptors

Five- point scale for grading quality of performance of Aspects

(E) Pitched Judgments

(Ai) Achievement and standards

How well do learners achieve?

To collect sufficient evidence to make professional judgments about quality,

Key issues Evidence to be found through

To collect sufficient evidence to make professional judgments about quality,