World Bank pledges more support for Nigeria’s education sector

THE World Bank has pledged to provide more investment support in the development of education sector in Nigeria, so as to improve access and quality of education in the country.

Accordingly, Nigeria and the World Bank are currently working on a new education financing arrangement towards addressing basic education challenges known as ‘Result Based Financing Principle’.

The Minister of Education, Malam Adamu Adamu, and other top management staff of the Federal Ministry of Education held a crucial meeting with a team of officials from the World Bank, led by the Country Director of the bank, Rashid Benmessoud.

The new approach, which is a shift from paying for inputs to paying for results, will fully become effective by June 2017, Benmessoud said.

Presentation made by the World Bank representatives indicates that financial incentives are now conditional on reaching performance results.

In other words, rewards would be upon verification that the agreed-upon result has been attained and verified.

It was agreed that the project design should be completed by the World Bank in February 2017, working closely with all relevant government institutions in the country, including state governments.

Malam Adamu assured the delegation that everything possible would be done to get the states to key into the programme, including the possibility of reviewing some aspects of counterpart funding by the states considered to be too harsh.

The Minister of State for Education, Professor Anthony Anwukah, had noted with regret the attitude of some state governments on education issues considering the fact that education is on the concurrent list and there are no defined obligations for states.

The World Bank Country Director, who was supported by other team members Halil Dundar and Dina Abu-Ghaida, described the programme as the largest in the education sector and encouraged the government to be very passionate about it in order to attract the benefits, including overcoming inequitable enrolment rates, low and inequitable quality of education as well as weak system management and accountability.

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