Vote buying and selling conversation.

DEAN Initiative had the second episode of our vote buying conversation series where we discussed the implications of CBN cashless policy on vote buying and selling in the forthcoming general elections.
Responding to the question of what he foresees with the cashless policy and how it affects the genral election Mr Emmanuel Njoku said he supports Mr president decision as he believes the policy will tackle the menace of vote buying and selling and bring some sanity to the country’s electoral process,
He added that as an experienced election observer, the eve of the election is when cash is mobilized and used for some wrong things including buying of drugs, alcohol, bullets and votes buying.
But still the policy has some adverse effect, due to the scarcity of cash people who need to travel to to other locations to vote might not be able to and this will greatly affect voters turnout. Also, the scarcity of cash is so severe that people, especially in the rural area might be selling their votes for as low as 1,000 naira or less.

Mrs Nike of Dataphyte butressed that the media has a responsibility to get above the noise especially with giving adequate information on the intents of the policy especially to those in the rural areas as they rarely have access to news and information.

Mr Bode affirmed that the role of young people in the management of vote buying and selling cannot be overly emphasized as he strongly believes that young Nigerians are very much interested and actively participating in the elections.

Lastly Mr Emmanuel stated that the National Orientation Agency NOA has a responsibility to educate Nigerians on the cashless policy and recommended that the NBC should give orders to all broadcasting channels especially the radio for adequate sensitization using jingles as it would help educate Nigerians.

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ELECTION EYEWITNESS MISSION PRESS CONFERENCE.

ELECTION EYEWITNESS MISSION Press Conference.

DEAN Initiative held it’s Election Eyewitness Press conference on 17th Febuary 2023, among the media crew and organization present were TV stations like AIT, Channels, ARISE tv, Gee Tv and some print media like blueprint media, NANS and FRCN. 

In his press statement the Executive Director DEAN Initiative/Team Lead of the Election Eyewitness mission Project, Mr Semiye Michael made a recap of the INEC Mock Election held in the 36 states including FCT-Abuja on 05/02/2023

In another statement the Election Eyewitness Project Officer Ajayi Theophilus said DEAN Initiative will be conducting the election observation mission to observe the voting process in the 2023 general elections. Through this mission, he said the organization aims to collect reports of incidents and track the entire procedure.

He said the organization has successfully recruited, trained and deployed 774 INEC-accredited observers, one each in every LGA across the 36 states in Nigeria including the FCT. This he said demonstrates the organization’s commitment to improving the quality of good governance through a strengthen electoral process.

He also said that after series of engagements and intense training, the selected field Election Eyewitness observers will observe the entire election procedures from Polling Units down to INEC LG Collation centres, report incidences, result in the collation and transmit the same to the election eyewitness observation situation room for analysis. 

He concluded by saying that the main objective of this mission is to open up a new entry point for young people to effectively participate in the electoral process as a way of rebuilding our national election integrity and inclusive election process. 

On her own part the Program manager ably represented by Miss Olaleru Fisayo mentioned the major key areas of observation that the Election Eyewitness will be focusing on.

  • Testing the election time management, which has to do with the time it takes to accredit each voter. 
  • Observe the entire BVAS efficiency and performance especially in fingerprint, facial recognition, battery lifespan and in the display of the BVAS reading before the start of accreditation, the general conduct of INEC staff and the security agencies that will be on duty. 
  • We will also be observing the possible incidences of vote buying, election violence, underage voting, voters’ confidence in BVAS, and the overall performance of the BVAS. 

The 2023 general election is generally seen to be very crucial to Nigeria’s democracy and the Eyewitness Election observation mission is our contribution to the entire process for a successful and reliable election.

INEC MOCK ELECTION EYEWITNESS REPORT

Lessons from 2023 INEC’s MOCK Election

50 of our Election Eyewitness Observers were on the field in different states of the country to observe the MOCK Election that was held on the 5 th of February 2023. INEC uses the mock election to demonstrate the entire election procedure to the people. It also provides opportunities to identify potential gaps and technical failures or threats that may hamper the election process and as well enables citizens and other stakeholders to raise genuine concerns ahead of the main elections.

We were specific on our areas of observation interest. The key Observation Area(KOA) was on BVAS efficiency in terms of battery hours, time of accreditation per voter, BVAS reading before the start of the election, and the citizens’ confidence in the BVAS’s performance.

Other Key Areas of Observation(OKAO) include the timely arrival of INEC officials, the average time it takes officials to set up and start attending to voters, voters’ arrival time to polling units, polling units’ accessibility and proximity, preparation for crowd control and management, and security presence and management. Also on the observation lock includes voter turnout, under-age accreditation, and proxy accreditation.


Election Time Management

INEC Staff Set Up Time
inec staff set up timeThe Election Eyewitnesses on the field generally reported early arrivals of poll officials at most polling units they observed.

It takes less than 30 minutes for the poll officials to set up in 92.3% of the PUs observed. This is encouraging against the usual lateness that normally plaque elections especially in remote and suburban centers. The Lateness of officials and longer time for their setups generally affect the election timeline and also provide a way out for hoodlums who take covers in the late night darkness to disrupt vote counting as well as compromised officials who use such a medium to alter results before eventual transmission.

Accreditation Time Per Voter

It was reported to have taken between 2 to 3 minutes to accredit a voter in yet 92.3% of PUs visited by our Election Eyewitnesses. This is a major interest because it has to do with the efficiency of both the BVAS and the handlers. The lesser time it takes to accredit a voter, the better for the time management of the entire election chain of activities.

BVAS Test

The integrity of this election has been largely talked about to depend on the BVAS. The
Election Eyewitnesses reported the display of the initial reading on the BVAS which read:
000 as expected in 100% of PUs visited. The rule provides that before the exercise begins, the
value of reading the BVAS must be shown to the public and it is expected to read: 000.

There were BVAS technical issues in 7.3% of places visited. Battery issues, fingerprint, and
facial recognition issues. In most cases, observers reported that most of the issues were
quickly fixed. But largely, the BVAS functioned maximally in over 90% of places visited.

Voters’ test of confidence in BVAS was investigated and the confidence expressed by the
people goes as high as 95%. This is exciting. This is against concerns expressed in several
quarters that citizens don’t have trust in the ability of the BVAS to facilitate election
integrity. If the process is allowed to run without any form of human manipulation, people
have seen what BVAS can do and how it performed.

Accreditation Dispute

Voters had issues around accreditation in 15% of the PUs observed. A major cause of dispute centered on PU changes without voters’ knowledge. Voters arrive at their original PUs with their PVCs only to discover that they have been reallocated to another PU. The newly created PUs that people were shifted to without their notification may cause more issues at the main election if not rapidly addressed. We also had issues with failed fingerprints and facial recognition. But the availability of the voter register helped resolved most of the issues.

Voters Turnout

Election Eyewitnesses reported 85% poor voter turnout in PUs visited. This is very poor. Observers practically helped look for voters within PU vicinities to come out just to ensure that the exercise achieved the minimum result possible.
Under Age Voting


Election Eyewitnesses reported 0% under-age voting in all PUs observed. The MOCK Election demonstrated what is possible if elections are allowed to hold without any form of negative interest. The different levels of interest that motivate layers of inducements and compromises lead the way in election fraud. Nigeria’s democracy must speedily outgrow the surge of financial affluence and massive wealth accumulation that currently fuels peoples’ passion for democratic service.

Basic Recommendations

  1. INEC as an institution has time without number assured Nigerians and all stakeholders how ready and committed they are to conduct an election we will all be proud of and we have no doubt seen commendable improvements in their planning and activities. Nevertheless, a good number of INEC field officials have continued to act exhibit a wide range of unethical practices ranging from needless hostility to citizen observers, voters, and good-intentioned stakeholders. These field officials carry with them bags full of aggression, arrogance, and anger that they dispense without control. Elections are citizens’ biggest business to decide their lives in a democratic governed society and to serve as an election umpire is one of life’s greatest honour. This honour must be treated with civility and humanness. We recommend continuous training and retraining of INEC field staff, especially their state and LGA staff members.
  2. INEC should endeavor to make available all needed resources for field operational activities in this election. Politicians have continued to relish the resource shortages for INEC field officials at the local level and pitching dependable cashflow and logistic for them at prizes that over the years have continued to undermine the integrity of our elections. There is no need to break this down beyond this, at least for now.
  3. From the Mock exercise, it became obvious that we can have a desired election as a people. We call on INEC to be more intentional in the area of public education and deploy sufficient information to people affected by the new polling unit creation. The new INEC voters’ data contains citizens’ phone numbers and we expect the reason such was collected would be to provide on-the-go information to citizens. It will be unacceptable for eligible voters to miss their right to vote from a situation they had nothing to do with as noticed during the MOCK exercise.
  4. INEC should also ensure each state is provided with enough BVAS machine backup to promptly replace anyone that may for whatever reason encounter unresolvable technical or human disruption on election day.

Climate Education Press Conference

DEAN INITIATIVE held a press conference to reemphasise our call on the Government to include Climate Education in the learning curriculum for students, holding onto COP 27 commitment which had education as its frontline action, we called on the ministries of Education and Environment to forge beneficial collaboration by adding climate education into an existing subject or introducing a new one.


We presented our climate education curriculum, a contextualised climate learning curriculum for climate educators that detailed the issues and possible solutions to climate change so that when integrated into the learning curriculum, future generations in NIGERIA can be called CLIMATE Champions

Passionate educators from our just concluded 10-day Abuja Climate Education Survey who used the transforming education survey to collect Nigerian children’s voices in shaping the future globally were there, they shared their experiences and expressed the excitement of the educators and the eagerness of pupils to put into practice all they had learnt.

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Below is our official PRESS STATEMENT which was given to the gentlemen of the press and all present for the press conference;

PRESENTATION OF CLIMATE EDUCATION LEARNING CURRICULUM FOR CLIMATE CHANGE EDUCATORS

COP 27 has come and gone, with inspiring promises and a list of commitments, including making climate education a frontline action in addressing climate change’s devastating trajectory. We are to remind the government to keep its promises and be bold in leading actions through innovative climate education designs because, in today’s world, Climate Education has become a right for children not to be denied.

As part of our efforts as experts and critical stakeholders in the business of development design through innovative educational programming, our organisation, Development Of Educational Action Network (DEAN), formerly known as DEAN More Initiative for African Development and the World’s Largest Lesson (UK) in 2020 started working to create adaptable climate education learning materials that anyone basic teaching skills can use to dispense quality climate education teaching to students around the world. The effort has been very successful.

Nigeria is one of the selected countries we have put the use of the developed Climate Education Pack to the test for two years of school-based learning. In 2021, we rolled out the exercise in six Nigerian states; Lagos, Ogun, Ekiti, Niger, Kwara and Abuja FCT. We worked with 32 trained climate change educators to cover 32 schools across the selected six states for a six-month pilot teaching exercise to deliver contextualised Climate change- makers classes as an extracurricular exercise. 127 classes were held with over 1000 pupils who participated. We scaled to 10 schools this year(2022) and worked with 50 Educators to reach 1500 students. The results have shown explicit empirical confirmation of various scientific research that has prescribed climate education as the best short and long-term measure to fight climate change.

As an organisation, we want to emphasise that there is no more excellent tool to change the world than EDUCATION. Students must understand that climate change is not just a threat. It is a reality resulting in social, economic, and environmental instability in a country that is already vulnerable. Our contextualised resources for the classroom include all these issues and possible solutions so that future generations in Nigeria can be climate champions.

We are also calling on the ministries of Education and Environment to forge beneficial collaboration on this subject. The world is making gradual progress in climate education

The mandate of Article 6 of the United Nations Framework Convention on Climate Change (Paris Agreement), to which Nigeria is a signatory to, listed six areas that should be utilised to engage the public in climate change solutions; Education is the first mechanism mentioned in Article 6. The IPCC reports have also supported climate education as a climate

response to strengthen societal responses to climate change.

already. Countries are now making climate education laws. We are passionate about this because we believe climate literacy can give people the tools to engage meaningfully with governments and corporations to help solve climate change. Argentina has drafted a law on environmental education that will make climate education compulsory in all schools. They said implementing environmental education will teach the next generation of leaders to love, protect and respect the Earth. In 2019, Italy announced a requirement for climate change studies in all Italian schools. Also, New Jersey has adopted Climate Change As Part Of The Core Curriculum In All Public Schools in the USA. And New Zealand schools also now teach students about the climate crisis, activism, and eco-anxiety.

Over the years, DEAN has championed social issues affecting young people, children, and other vulnerable groups. We celebrate the passion of our Educators across the country, especially those participating in the ongoing special Climate Education Activation in Abuja, using the Transforming Education survey to collect Nigerian children’s voices in shaping the future of education globally. We also applaud the federal government through the Ministry of Environment for implementing various initiatives in tackling the climate change crisis, as demonstrated in their ambitious plan in the NDC. As we share this Climate Education Learning Curriculum For Climate Change Educators for their use, we ask that more urgent and sustainable actions be implemented to solidify ongoing climate interventions by the government and other relevant stakeholders. Building on Article 6 of the Paris Agreement, we, as a result of this, submit these THREE(3) ASKS:

  1. Through the Ministries of Education and Environment, the Federal Government will draft a review process that will include climate education in relevant subjects across primary and secondary schools in Nigeria.
  2. Environmental/Green clubs can function across schools, which will be duly regularised.
  3. Students can participate in extracurricular activities that equip them with knowledge of nature, biodiversity, climate change, and environmental stewardship, including environment/climate literature as part of approved reading literature for pupils/students across schools in Nigeria.

#ClimateSmartKids

Project Description: 

Climate change and its effect in recent times have become a global emergency. With the earth warming above 30C, there is need for the world to develop innovative solutions that will push actions by different government, to reduce carbon emission if we still desire to protect our planet. With the world recovering from the COVID-19 and witnessing the impact of a virus on mankind, there is a need to urgently declare an emergency over the climate change situations. The pandemic has gotten a vaccine to help reduce the impact but for climate change, there is no vaccine, all we have is to take action and that is our only solution.  

From country-to-country young people has become climate activists and calling for actions by world leaders. As young people push for climate justice and holding their different government accountable to be more proactive in implementing policies and climate governance there is need to sustain this call and continue to hold the government to deliver on their promises. To sustain climate action call especially in Nigeria children whose life will be affected if pre-emptive and result-oriented measures are not immediately taken must be guided to become part of this climate movement to both take precise actions and as well participate in calling for actions from the government. The Sustainable Development Goals is built on the bedrock of ‘leaving no one behind’. Therefore this project tends to not just educate children on climate change and its effect but also to help them create their stories around how they are affected and encourage them to call for more actions by the government. The project will also help them to identify the roles they can play in addressing the climate change issue and also motivate them to take climate actions and make a commitment in their little ways. 

Objectives: 

  • To create a sustained awareness of climate change focusing on children between the ages of 6-17. 
  • To raise a generation of young Nigerians who are greatly concerned about the environment. 
  • To help children understand that they can play a role in solving climate change issues. 
  • To build a country where everyone is committed to protecting the environment.  

Activities: 

  • Climate and Environmental conservation training for selected school children using well-curated Climate toolkits. 
  • Visitation to selected schools in Abuja, Abeokuta and Port Harcourt by young climate activists to educate children (20 schools in Abuja, 5 each in Abeokuta and Port Harcourt). 
  • Setting up Environmental/Climate reality clubs and raising young climate activists 
  • Planting trees and nurturing the trees as part of a commitment by these young climate activists. 
  • Stakeholders’ engagement and Excursion Visits. 

 Expected Outcome: 

  • Establishment of 30 Climate reality clubs in Abuja, Abeokuta and Port Harcourt. 
  • 250 young climate champions trained and equipped with innovative climate and environmental education. 
  • 1200 seedlings raised and nurtured. 
  • Young climate champions taking climate actions to address climate emergency in their communities. 

Sustainability: 

The project will serve as a mitigation and adaptation-based program heralding multiple target schools whereby young climate champion will be raised. This project shall incorporate a developmental perspective metamorphosing into the creation of environmental clubs in selected schools. The club will meet at the Global Goals Center periodically and the center would continue to facilitate part of the project activities with supervision from the Center Manager.  

Scaling Up Methodology: 

To ensure that the voices of young people and children in Africa are actively considered for climate action and justice, the project will partner with other climate activists in selected African countries. These activists will support the project by establishing Climate Reality Clubs in their communities. This will help to call for more stronger active voices across Africa to take ambitious actions in addressing impacts of climate change crisis across the African continent.  

Youth opportunity training (YOT)

Project statement

Youths’  unemployment  in  Nigeria  has  been on an increase as numbers of  yearly graduates from

Youths’ unemployment in Nigeria has been on an increase as numbers of yearly graduates from institutions of higher learning continued to increase, due to the fact most youth are not equipped with the necessary skill required to be employed or are not able to develop good content either when applying for a job to earn a living or to further pursue a career abroad. The unemployment and underemployment rate according to NBS as of 2018 rose to 23.1 percent and 16.6 percent respectively.

Project description

Youth opportunity training (YOT) is aimed at equipping/enhancing youths with digital skills, scholarships & job application opportunities and 21st century cv/resume creation template. TOY is targeted at 20 youth particularly undergraduates, serving & ex corps members within G/lada Area Council of the Fct both male and female.

Activities

  • A google form would be created to be filled by interested youth, who want to be beneficiary of the training.
  •  Participant would be divided in two group, 10 in each group making it 20 participants in total.
  • A 2 weeks intense training for participant. YOT is expected to be a week for each group. Training is to start by 10am on each day.

Overall Goal

  • Is to acquaint participant with necessary digital & content development skills required to become entrepreneurs and also further make them employable, so as to reduce the rate of unemployment in the country.

objectives

  • Equip participant with digital skills like web creation & development, graphic design.
  • Enlighten and teach youth on how to apply for jobs & scholarship
  • Exposing participant to 21st century cv template

Outcome

  • We hope to have more youth that have the right skills needed in the 21st century labor market.
  •  reduce the rate of unemployment in the country at large.

Economic Skills Training for Low Income Earning Women

Problem Statement

In Nigeria, women constitute over 60% of the poorest people. According to IMF statistics, Nigeria has over an 81million people in extreme poverty which translates to approximately 52 million women in the clutches of extreme poverty.

The Covid 19 pandemic has affected a lot of businesses, which has led most people especially women to lose their jobs. A lot of women do not have economic skills that increase their income.

Women in Nigeria are less active in the labor market; more likely to be in lower-earning opportunities like farming and informal jobs.

Project Objectives

The objective of the Economic Skill Training for Low Income Earning Women is to Train Women with Skills that will be an additional income to them. The Training would enhance the skills of women and enable them to have a side income to run their daily spending.

The second objective of this training is to solve some global challenges in the world like:

  1. Reducing the rate of hunger especially in the Covid 19 pandemic
  2. Promoting good health and well being
  3. Climate Action
  4. Financial Literacy

Project Goal

The Goal of the project is to see Economic vibrant rural communities, where women have gained financial skills to drive rural development and eliminate all forms of inequalities, poverty, and marginalization.

Activities

The Activities that will be carried out to achieve the Goal of this Project are as follows:

  1. Selection of 20 low-income women within the Gwagwalada community.
  2. Training on sustainable confectionary skills such as:
  3. Green skill training on waste recycling and upscaling
  4. Training on liquid soap making, hand sanitizers, and gel

Outcome

The outcome of the project will be that At least 20 women are trained and have an additional skill that will increase their income.


Find statistics on the number of poor women in Nigeria. Read on the impact of the COVID-19 on women economically

How we are helping in the midst of COVID-19



The Future of School and Education in Africa and the Role we are PlayingWith the global COVID-19 pandemic causing unprecedented challenges and disruption, no one can say for sure how long the crisis will last, or what we will find on the other side. We do know that the education community won’t be returning to the “old” normal. The future of school may be dearly uncertain but what is certain is that the future of school can no longer be caged by the four walls of classrooms. The big question is if Africa is ready for the all-important new normal. From the technology revolution to teachers’ training and students’ adaptability, a lot seems to be missing.    As an organization, what role can we play? As a host organization for World’s Largest Lesson in Nigeria, we have designed and currently implementing some intervention initiatives. We know that teachers remain crucial if anything will go well but teachers who cannot fit into the “new normal” may be out of a job or seizes to make an impact.  This is why we created the Teachers Upgrade Online Training. This Teachers Upgrade Online Training is built to support teachers’ ability to scale up their skills and expertise while advancing their career opportunities in the post covid19 era. With over 900 participating teachers, the 5 weeks virtual training has revealed, sadly, terrific technology skill gaps in Nigeria’s teaching workforce with just about 5% of the entire participating teachers having elementary tech knowledge to aid teaching activities.  The objectives of the training as designed include; To address the huge technological deficit currently on display within the teaching workforce and bring them up to date with the global teaching standard. To help teachers to transition smoothly to the use of digital skills and other innovative skills which have proven effective in addressing education deficit in such a time like this. To help teachers in acquiring skills that are needed in raising younger generations who are better positioned in using education to solve social problems. Our intervention can be said to be timely and pragmatic in nature. Our tailored training will introduce and build the teachers’ capacities around,
1. Teaching and technology: The link between technology and learning. Introduction to digital/virtual teaching delivery, Digital classroom setup, and management.
2. 21st Century Skills for impactful learning: developing well-rounded teachers that are relevant for the future of work in the Education sector.
3. Employability Skills: Teaching career readiness and inculcating these skills at an early stage of learning.
4. Community- Based  Learning: Connecting students’ immediate environment with classroom learning for improved knowledge.
5. Digital Club setup and management/Club learning ideas challenge.
Teachers with the best learning performance will win laptops and other teaching aids as part of our contribution to building their capacities to align with global realities and trends. Key outcomes expected to be sustained from the training include; An improved standard in education and learning in schools decline in the deficit in technology use in education and learning in Nigeria. Huge investment in digital skills training across the nation for teachers increase in the use of digital learning tools in teaching and learning in classroom education.

#EndRape Campaign

 Breaking the  Culture!!!!

It’s been an overwhelming month with the prevalent cases of rape and the gruesome murder of some of the victims. There have been protests both online and offline as people lend out their voices to condemn the increased number of rape of young girls and children which has become a societal norm. Many gender activists have called on the government to prescribe capital punishments for rapists and to speed up the court processes for cases that are ongoing as this will show commitment by the government to punish perpetrators’. Our organization DEAN Initiative carried out a 2 weeks online campaign using dedicated hashtags to speak against this heinous crime which is gradually becoming the new norm in our society. We also engaged our volunteers to take action in speaking against this act in their community and on their social media handles. We were emphatic that this new trend won’t be accommodated in our society and as an organization, we are committed to collaborating with other civil society organizations to do all we can to ensure that women, girls, and children feel safe in our communities.

So we encourage you to take a stand with us as we #StandAgainstRape and all other forms of violence.#EndRape 

Teachers Urged to inculcate virtual, digital learning skills

Teachers Urged to inculcate virtual, digital learning skills

With the coronavirus Pandemic ravaging the world and its negative impact its having in the world, the United Nations Educational Scientific and Cultural Organization, recently revealed that over 35 million children are not in school, specifically children in public schools at the primary and secondary level.

In a communique issued by DEAN Initiative recently addressed the negative impact the coronavirus pandemic is having on both teachers and students in Nigeria.

The virtual  town hall meeting which had in attendance, Mr. Semiye Michael, Country Director World Largest Lesson and Executive Director DEAN Initiative, Mr.  Gideon Olanrewaju, Executive Director, Aid for Rural education Access Initiative (AREAi), Ms. Joy Oballum Technical Consultant, World Bank Group, Mr. Busayo Morakinyo Community Engagement Manager Connected Development(CODE), Ms. Kemi Ogunsanya, Literacy Educator/ Learning and Development Professional.

They commended the interventions already initiated by the Federal ministry of Education in addressing the impact on education and learning through the Federal Ministry of Education Covid-19 Response.

However it was observed that the COVID-19 pandemic has revealed weaknesses in the educational system, which include: poor funding, lack of infrastructure and investment in technology, need for improved retraining and training for teachers to be relevant in modern learning and education.

The DEAN Initiative further beckoned on all teachers in the public and private sector to imbibe the habit of learning virtual and digital skills, as the world is becoming a computer village daily.

Mr. Semiye Michael said, “Teachers need proper training to transition properly to virtual learning they need to be equipped with digital Learning skills, teachers need to be effectively trained on the use of digital and information skills to navigate the learning process.

“As we move towards recovery Post- COVID-19, there is need to embed core skills into our teaching and learning process. Skill based learning should be prioritize over Knowledge based learning to ensure that every Nigerian child is adequately positioned for the future.

“The issue of funding for education need to be taken serious, the Covid-19 has exposed the lack of the needed investment by government in education development. With funding for education, it should be accompanied with tracking to ensure the funds are directed to the intended need.

“Government at all level should prioritize investment in education because no nation outshines the level of its financial investment in Educational development. Above all, the need to ensure that teachers who are saddled with the key responsibilities of education and learning should be properly positioned for 21st century learning”.