Evidence into action: Program Learning on USAID Nigeria LEARN to READ

Group Submission Type: Formal Panel Session

Proposal

The USAID Nigeria LEARN to READ (2022 – 2027) activity focuses on creating a sustainable learning ecosystem to allow all children to learn, often in fraught conflict and crisis environments. The LEARN activity supports both state and federal institutions and agencies in developing/strengthening and using their data systems—including those specific to LEARN—to collect, analyze, report, and use data to track implementation progress, measure program effectiveness, and assess results against strategies to make evidence-based decisions about program direction.

The LEARN to READ program is the first technical assistance program in Nigeria, aiming to support the government and participating Nigerian states in strengthening their education systems. Through a participatory approach involving stakeholders and team members, the LEARN to READ team developed a comprehensive learning agenda linked to technical assistance activities provided to the Nigerian States of Sokoto, Bauchi, and Adamawa. The learning agenda included the development of priority learning questions.

This panel presents findings from operational research arising from the learning agenda and focuses on how USAID’s Collaboration, Learning, and Adapting (CLA) process was incorporated into the program. Specifically, we review how data collection and subsequent findings and recommendations were applied to inform the program’s work rather than simply ending up in a report.

The first presenter will share the findings of a Social Network Analysis (SNA) of clustered schools in all three Nigerian States. The findings provide insights into formal and informal teacher professional development networks that will inform policy and practice for formal teacher collaboration groups and the role of the School Support Officers (SSO).

The second presenter will share insights into a study that explored social and cultural barriers to formal education for children in Northern Nigeria. The analysis was done through an SNA combined with a quantitative survey that examined the attitudes and beliefs of community and religious leaders.

The final presenter will share findings on influences, attitudes, and practices from teachers’ use of assessment in schools. The LEARN to READ activity supports the States in developing and introducing new formative assessment approaches to teachers. This study recognizes that it isn’t enough to introduce new assessments; we also need to understand what existing teacher behaviors could facilitate or create barriers to their practical use. This study supports a more sustainable and locally led model of development.

The studies were conducted in July and October 2024 and analysis is either ongoing or data yet to be collected. Full findings will be presented during the panel.

Sub Unit

• Monitoring and Evaluation SIG

Organizer

• Simon King, Reframed Learning LLC

Chair

• Simon King, Reframed Learning LLC

Individual Presentations

• What works for teachers: A Social Network Analysis of Informal and Formal teacher support in Nigerian States of Bauchi and Sokoto - Samuel Adebayo, Creative Associates International

• Student Assessment: Teacher use and beliefs in the Nigerian States of Bauchi and Sokoto - Nsikan Udoh Affiah, Creative Associate International

• Community barriers to primary education access in Rural Nigeria; Social Networks, beliefs and attitudes - Mary Yuwadi Apagu, Adamawa Ministry of Education and Human Capital Development

Discussant

• Simon King, Reframed Learning LLC