TEP Centre

We’re excited to share more insights from our work on the Partnership for Learning for All in Nigeria (PLANE).

We recently concluded the Ekiti State School Graded Assessment (GAPS) in which we assessed 527 schools, spanning 432 private (82%) and 95 public (18%) institutions, providing a system-wide snapshot of how these schools function in practice, capturing the realities of governance, staffing, infrastructure, and learning conditions across the state.

From the assessment , there are clear signs of progress:

- Access is expanding, with over 132,000 learners enrolled and gender parity balanced.

- While access to schooling is strong and many schools support girls and boys fairly, the learning environments still fall short of what children need to truly thrive.

- The system structure is highly fragmented, with single proprietors dominating the non-state sector and only limited involvement from institutional or non-profit providers.

- Many schools are also still operating within early or transitional approval stages in registration, raising important questions around consistency and oversight.

- The teacher workforce is sizeable, but variations in qualifications and uneven pupil-teacher ratios exist, suggesting that capacity is not yet translating into consistent instructional quality.

- There is also a notable gap in inclusion, with only 31 teachers with disabilities identified across the state.

Perhaps most telling is how schools perceive themselves. Across the board, self-assessment scores trend higher than independent validator ratings. It is a subtle but an important signal, one that speaks not just to the performance gaps, but also the need for stronger, more objective systems of accountability.

Overall, in line with our vision at TEP Centre, this work reflects our commitment to generating evidence based insights that inform policy, strengthen learning systems, and drive meaningful improvements in learning outcomes.

Because ultimately, better data leads to better decisions, and better decisions lead to improved outcomes for learners.

In the last few months, TEP Centre has been working on the PLANE project - the Ogun State School Graded Assessment (GAPS), in line with PLANE’s vision to improve learning outcomes, strengthen literacy, and build a more inclusive and effective education system in Nigeria.

As part of this work, we conducted an extensive assessment, together with the Ogun State Ministry of Education, Science and Technology, to better understand the realities of teaching and learning in non-state schools.

After intensive research, here are a few of our findings:

From assessing over 450 schools in the state, analysing teacher qualifications, learner enrolment, and infrastructure conditions, the findings highlight a system with strong participation but uneven quality and learning conditions. While conventional schools dominate the non-state sector and enrolment remains high, certain challenges highlight areas requiring urgent attention.
Critical infrastructure gaps persist in limited access to basic services, infrastructure deficits, and a largely mid-qualified teaching workforce - 95 schools lack water, 93 lack electricity, and 111 operate without perimeter fencing. Classroom and sanitation pressures also remain, with a 1:16 learner–classroom ratio and 1:24 learner–toilet ratio.

The school quality grading also shows that many institutions are still in the “emerging” and “enhancing” stages, underscoring the need for sustained investment in quality improvement. More importantly, this points towards strengthening teacher development, improving WASH facilities, expanding access to electricity and water, and reinforcing regulatory systems are key priorities for building a more effective and equitable education system.

Ultimately, the gap between school self-assessments and external validation underscores the critical role of independent quality assurance in driving objective, system-wide improvement.

Why does digital learning matter for public schools?

Access to quality education shouldn’t depend on geography, income, or infrastructure. The existence of digital tools have created a bridge that erases these limitations.

Digital learning has the power to bring world-class resources to the most remote classrooms, connect students to global knowledge, and prepare young people for futures we can barely imagine. But this is possible only when we prioritize infrastructure, capacity building, and inclusion - intentionally promoting digital transformation even in public schools.

On this International Day of Digital Learning, we commit to building digital futures that serve ALL students, not just the privileged few. Because every child, regardless of where they learn, deserves tools that unlock their potential.