EdoBEST 3rd Year Results Report

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EdoBEST 3rd Year Results Report

Governor Godwin Obaseki Executive Governor, Edo State

“The social, economic and security challenges confronting many African countries are linked to illiteracy and the absence of quality education for a majority of the population. Despite much talk and significant political and financial resources directed towards education across Africa, the challenge remains across our continent due to a disjointed approach to system transformation. This has resulted in a significant learning deficit for children at all levels; leading to continuing poverty; instability and migration across the region.

My administration launched EdoBEST to deliver holistic transformation to our basic education sector.

We wanted to truly diagnose the challenges and reach the core issues of accountability; professional development and technological access, addressing them at source. EdoBEST was designed to target specific areas of governance and our education institutions, community participation, leadership, teacher and curriculum development, and not just infrastructure as has often been the case.

I am elated that only 3 years into the programme, and in spite of Covid-19 and school closures, our radical approach to education reform, focused on sustainable long-term education gains has recorded significant progress on our education systems and support is leading to improved learning gains for our pupils.

Our pupils in EdoBEST are learning much more and at a rate similar to more developed countries. We are reaching global education standards in just 3 years.

Studies show that Edo State has accelerated reading fluency for our children to 70% that of High-Income Countries, compared to less than 30% for Nigeria and other low and middle- income countries globally.”

These results are remarkable and demonstrate that we are on the path to global competitiveness. I look forward to more learning gains in the coming years and thank everyone who has contributed to the success of EdoBEST so far.

We have been determined from the inception of the Obaseki administration to transform the fortunes of Edo State through education. To bring about the desired effect, we studied the situation and engaged across board to identify what exactly we needed to do for education improvement in Edo State. Our commitment and dedication birthed the EdoBEST project and its objective to deliver the far-reaching positive change in learning impact.

Dr. Joan Osa Oviawe Executive Chairman Edo State Universal Basic Education Board

A key ingredient of EdoBEST’s progress is teacher growth and development, at the center of our success is our teachers and their ability to succeed when empowered to do so. Equally critical has been the changes we have made within ourselves, Edo SUBEB has undergone a transformation itself to deliver the needed change through EdoBEST. We went far beyond providing infrastructural facilities, SUBEB underwent major organizational restructuring centrally and across our 18 LGEA to ensure we delivered the right level of support and governance structures to drive the desired sustained learning improvement.

We are proud of how far we have come with EdoBEST; our results have not gone unnoticed by parents throughout Edo State. Public trust in the public education system is now at an all-time high, we recorded a 20% increase in public school enrollment in three years due to the EdoBEST program. My heartfelt appreciation to the SUBEB Board Members, Directors, SUBEB staff, the 18 Education Secretaries of the local government education authorities, head teachers, teachers and school-based management committee members for three years of Hard work and commitment. I say good job you!

Content Introduction Celebrating 3 Years of EdoBEST Pillar 1 Pillar 2 Pillar 3 Pillar 4 Pillar 5 EdoBEST is working!

6 8 10 12 14 20 22 24

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3rd Year Summary Report

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Introduction: EdoBEST is a holistic basic education

chairs have been distributed and

sector transformation program aimed

32 fences have been constructed.

at increasing learning gains. It is an

This has taken place at the ECCDE

adaptive program that leverages

and primary school level. As part

learning to continuously drive school

of the infrastructure improvement

and system level improvements

plans, the state has also created

in order to create an enabling

95 water sources, 1,119 toilets,

environment for pupil learning and

122,152,43 square meters of roofing,

development. Since its launch in 2018

105,725 square meters of floor tile

the program has yielded tremendous

and playgrounds. Schools have also

gains These gains cut across the three

been equipped with over 11 million

thematic areas of Access, Quality and

instructional materials including

Systems strengthening.

exams, textbooks, posters, homework books, flash cards and supplementary

In the areas of quality and system

literacy remediation books.

strengthening, the growth in the last three years has radically transformed

Other key accomplishments in the

the culture of classrooms across

area of Quality include the work

the state. Policies such as 'No

that SUBEB has done to embed

Corporal Punishment'' have been

the practice of using data to drive

implemented, lesson plans have been

decision making. This critical

digitized, professional development

achievement has been enabled by

has been provided to 11,356

the digitization of records for all

school staff and ongoing capacity

teachers, headmasters and pupils.

development has been given to

The state now has the ability to

education managers. Teachers have

track attendance, the percentage of

been upskilled to employ child-

lessons that teachers are delivering

centered pedagogical approaches, to

on a daily basis, pupil assessment

use positive classroom management

data, quality assurance data and

techniques, to leverage technology

more via a real-time dashboard

and to give pupils clear feedback.

and timely reports. Together improvements in quality, systems

This shift in classroom culture has

strengthening and access have led to

been bolstered by improvements in

gains in learning.

infrastructure. Significantly more pupils now have schools that are more conducive for learning. Across the state 9,632 classrooms have been renovated, 204 classrooms have been constructed, 37,629 pupil desks and

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3rd Year Summary Report

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Celebrating 3 years of EdoBEST: ● January 2017 Workshop to discuss

● March 2018 SUBEB called for

● September 2018 SUBEB Capacity

● April 2019 EdoBEST Cross-Age

● November 2019 A senior

● October 2020 In-person Schooling

the challenges facing education

government teachers to volunteer

development plan implemented

Ability Grouping Program, an

delegation from Lagos State MOE

Reopens and the pupils are

and possible State solutions held

to participate in the program.

over 104 Teachers trained as

education intervention first at

and SUBEB visits to understudy

immersed in an intensive catch-up

social mobilization officers

a state wide level launched.

the program.

plan designed to cover key topics

to visit and educate parents,

Stakeholder forum held to discuss

by Governor Godwin Obaseki. ● April 2018 EdoBEST formally ● June 2017 State Universal

from the term when schools

launched, and development of

community about EdoBEST, 5

the genesis of the program and

● December 2019 A team from the

were closed as well as critical

Basic Education Board (SUBEB)

the scope of work to address the

teachers trained as Quality

the potential benefits to be had.

Finland government visits Edo

objectives for the first term of

restructuring to ensure

state wide intervention completed

Assurance officers to provide

Training program developed to

State to learn.

this academic session.

organizational efficiency and

(aka Birthing the 5 Pillars). Pilot

in field oversight of procedural

onboard ~11,000 teachers. This

productivity.

Phase launched with 1500 teachers

operational requirements and

program which focused on English,

and head teachers trained on the

54 teachersTrained as Learning

Mathematics, Writing and Critical

Development Assistance (KOICA)

18 Education Secretaries are

● November 2017 Statewide school

● January 2020 Korea’s Official

● March 2021 The new cohort of

essentials of effective classroom

and Development Supervisors to

thinking continued through

visits the state to determine

appointed following a rigorous

census conducted to identify

teaching and equipped with tablets

provide in-field teacher and head

December 2019.

whether Edo State would join

selection process.

and authenticate the status of

& smartphones, evidence based

teacher coaching and professional

public school facilities; to know

academic content, & positive

development support.

enrolment and attendance of

classroom management techniques.

to know the number and status

● May 2018 The IFC visits EdoBEST

of public school teachers; and to

to learn about the transformation

provide a basis for future action

taking place in the basic

in the education system within

education sector.

Edo state. ● July 2018 The first Open Day ● February 2018 Pupil learning

from Sierra Leone visited to ● November 2018 11,689 SBMC

public school pupils by gender;

held. This is an opportunity for

for the program. ● April 2020 EdoBEST@Home is

● July 2019 A high-level team from ● January 2019 234 School

Program. Edo State was selected

understudy the program.

members are trained.

launched to ensure that pupils can

Ekiti SUBEB came to observe the

continue learning from home in

buildings designated for extensive

transformation taking place in

face of the COVID-19 pandemic.

renovations. Water facilities,

Basic Education in Edo State.

toilet, playground, furniture and security fences erected.

diagnostics conducted in a sample

parents to come to have one on

of schools across the state in urban,

one meetings with their child’s

semi-urban and rural communities.

teacher to discuss their academic

from Rwanda visits to learn more

and social-emotional development.

about EdoBEST.

It now takes place twice a term.

their “Model Smart School” ● June 2019 A senior delegation

● October 2019 Members of Ondo SUBEB visit to learn more about

● February 2019 A senior delegation

EdoBEST and consider next steps for their state.

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Pillar 1 Systems Strengthening and Organizational Development

3rd Year Summary Report

Pillar 1 is aimed at strengthening the governance structures, financial management systems and workforce capacity of Edo SUBEB.

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Results:

in a rigorous selection process that

Digitization of Records

included an interview with a senior selection committee.

Online Profile: An online profile has been created for every teacher, program. Core details include;

Structured School Monitoring and Support

● school information

A vibrant team of field teams visit

headteacher and pupil in the EdoBEST

schools daily to provide on the job ● staff details

training, quality assurance and community engagement. This team

● staff metrics, such as attendance and lesson delivery

of approximately 300 field officers is growing and they all must pass through All of these field officers

● pupil details

passed through a competency based selection process with a 75%

● pupil metrics, such as attendance

passmark or above.

and assessment records ● device monitoring and health

Objectives:

An Enabling Working Environment

● pupil pictures The SUBEB office has been fully

● Establish sustainable, functional

With this online profile, the number

renovated. Key features of the

evidence-based quality planning,

of teachers and pupils in every school

renovation include:

budgeting and monitoring and

at any given time can be used for

evaluation systems to facilitate

adequate planning, budgeting and

inclusive quality basic education

monitoring activities like textbooks

(Desks, Chairs, air conditioners, a

provision in Edo State.

distribution, exam materials

functioning lift and more)

● New Furniture and Supplies

distribution, attendance monitoring, ● Establish result-focused,

and more.

● Investments in Technology

transparent and accountable

(computers which have all been

financial management and

connected to the 5G Edo State wifi

procurement processes and practices for efficient and

A Strengthened SUBEB and LGEA Workforce

have been mounted in conference rooms, intercom systems have been

effective utilization of basic education resources.

network, wide-screen televisions

There has been organizational

installed in all offices and more)

planning and repositioning of ● Develop governance, management

the entire SUBEB structure to

● Constant Power - the office has

and operational capacities and

clarify mandates of the respective

been connected to the Ossiomo

efficiency of Edo State Universal

departments, to enable delegation

Power Plant

Basic Education Board (SUBEB) and

of duties, service provision

the 18 Local Government Education

responsibilities and accountabilities.

Authorities (LGEAs) for improved

This has been paired with general

basic education service delivery.

and functional training that has significantly improved education

● Establish an accountable and

management. Recently the results in

service-oriented culture and work

this area have been compounded by

ethics in Edo State SUBEB and the

the appointment of a new cohort of

18 LGEAs.

Education Secretaries who took part

● Recreation Facilities

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3rd Year Summary Report

Pillar 2

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lead transformation in their classes,

replaced by consequences to

and empower pupils to perform to

manage pupil behavior.

their fullest potential. It develops teachers’ teaching skills, knowledge

Teachers Professional Development and Quality Assurance

● Use of Character Boards which

and mindsets, making them confident

publicly recognize pupil academic

leaders of their classrooms.

achievement (Best in Math, Best in English) and social behaviors

● The EdoBEST training exposes teachers to innovative, evidence-

(Punctuality, Respect For - Self, Others, School).

based methods in teaching.

Pillar 2 is aimed at ensuring that teacher and head teacher capacity is both strengthened and supported to deliver the best. Teachers in Edo State come in with experience in both teaching and managing classrooms. EdoSTAR builds upon this experience and deepens both ownership and leadership in their classrooms as well as empowering Head Teachers to be the CEOs of their schools. Pillar 2 also promotes the establishment and operation of a strong quality assurance system to maintain standards across all schools.

Objectives: 1. Develop a cost-effective

● Recognising pupils for good

Results: ● 11,356 Teachers and HMs have been trained

● Teachers are prepared to teach

behaviour and effort motivates

interactive lessons, lead small

them to continue their positive

groups and 1:1 instruction, and

behaviour, and motivates other

introduce techniques on providing

pupils to achieve the same.

clear pupil feedback, checking ● Empowering Head Teachers ● The EdoBEST Head Teacher training

pupil understanding. ● They are also trained on ways

Continuous Professional Development

is designed to empower school

to imbibe positive classroom

leaders with the leadership skills,

management procedures to

Teachers and head teachers receive

mindset, tools and technology to

effectively drive learning

continuous professional development

drive their school to academic

outcomes.

in their schools through consistent on the job coaching and mentoring.

excellence. It instills a sense of

professional development,

ownership and accountability

All of these techniques are drawn

Learning and Development Officers

management and support system

towards pupil learning and overall

from best practices and research on

regularly spot areas of improvement

to ensure teacher and headteacher

school health in all Head Teachers.

highly effective teachers around the

for each teacher, set SMART goals

adequacy, competence and

It has a strong focus on leadership

world. Critically, teachers undergo

for such teachers and monitor their

effectiveness for inclusive basic

development and equips each

several hours of practicing these new

improvement. Furthermore, teachers

education provision in Edo State.

Head Teacher with effective

teaching techniques, while receiving

and head teachers are provided with

techniques on decision making,

1:1 feedback from expert trainers

end of day training in their schools

2. Ensure availability and adequacy

critical thinking, and motivating

and their peers. Teachers practice

to effectively bridge knowledge gaps

of necessary and appropriate

leadership. There is also a deep

teaching in front of their peers and

where necessary.

resource materials to facilitate

focus on skill development and

their expert trainers in a simulated

quality teaching and learning in all

supporting their staff. Head

classroom environment.

basic schools.

Teachers are provided with

Digital Quality Assurance Processes

training on how to become strong 3. Conduct an enumeration census

instructional coaches for their

Improved Classroom Culture Quality Assurance Officers are

of the number and status of

teachers, via teacher observation

public school teachers and

and feedback. Additionally, they

create a model to recruit young

are introduced to strategies

classroom behaviour management

ensure schools are compliant with

and vibrant teachers to replace

to energize their team around

techniques that are creating

procedural operational requirements

retired teachers.

the mission of their schools and

significantly more positive learning

and provide valuable insights into

education in Edo state.

environments:

critical operational issues based on

● EdoBEST Teachers now utilise

school visit observations. The rapid

4. Establish a QA system to drive the ● Positive reinforcement of pupil

achievement and sustenance of quality standards in all State basic

the eyes and ears of SUBEB. They

Strengthening Teachers

schools.

actions through use of cheers and

processes that they use have enabled

energizers.

SUBEB and other stakeholders to

The EdoBEST Teacher Training ensures that teachers are well supported with the skills and knowledge required to

digitization and communication

make real-time decisions that ● Elimination of use of corporal punishment in the classroom,

have positively enhanced the basic education system.

Dramatic Gains in Reading Fluency

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3rd Year Summary Report

Pillar 3 Curriculum Development and Learning Outcomes

Objectives:

In English, the average pupil did not

Fluency Growth Rates: A Comparison

know all of the letter names and had public school pupils by gender.

words. On average primary 4 pupils could read 36 words in a minute and

2. Conduct diagnostics (academic testing) for all pupils to determine

correctly answer an average of 19% of the reading comprehension questions.

their academic proficiency level.

In Mathematics, 20% of pupils could 3. Digitise the curriculum for learning activities.

The focus of Pillar 3 is on driving learning outcomes for all pupils across the state. To deliver quality service to pupils across the state, pillar 3 ensures that all needed learning materials are available in schools and leveraged by teachers.

160

difficulty using phonics to sound out

not identify numbers or could only identify single-digit numbers.

If a pupil correctly answered a

4. Ensure high lesson completion and

computation question, a simple one-

learning outcomes in all schools.

digit addition or subtraction question (2+2 or 5-4).

Average of High Income Countries Globally

140 Correct Words Per Minute

1. Enrolment and attendance of

15

120 EdoBEST

100

HICs

80

LICs

60

Nigeria Nigeria Country Wide Average

EdoBEST

40

Average of Low Income Countries Globally

20 0

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Year

5. Distribute learning and exam materials to schools.

On average, pupils began to struggle when attempting double-digit

Results:

correctly answer any multiplication or

Data Driven Academic Planning

division questions (11+13, 5*4 or 7/7).

Prior to the start of EdoBEST in

This data highlighted the need for

February 2018, diagnostics in English

an increased focus on closing gaps in

and Mathematics were conducted in a

foundational literacy and numeracy

sample of urban, rural and peri-urban

while also ensuring that the full

communities across the state. The

Nigerian curriculum was covered.

diagnostics started at the foundation level and moved up to topics that were more and more advanced. ● The English diagnostic included phonics (reading & writing an alphabet word), reading short words, reading a passage and answering questions. ● The Math diagnostic started with identifying numbers and moved to addition, subtraction, multiplication and division.

The Big Finding: EdoBEST is Rapidly Closing the Gap!

addition or subtraction and could not

< Big Finding > On track for Global Competitiveness: EdoBEST pupils are learning more, and learning at a *rate* equivalent to what is seen in high-income countries.

The state has accelerated reading fluency to 70% that of High Income Countries, compared to <30% for Nigeria and other low and middle- income countries globally.

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Learning Outcomes on Fundamental Literacy & Numeracy (measured by equivalent of 1 year of learning gains)

Children Now Receive 3 Years Learning Each School Year

1 Year of Learning in digital EdoBEST Schools

1 Year of Learning in analog schools

Term 2

Term 3

Term 1

Term 2

● Innovations like the *Cross-Grade Ability Grouping Program* have led to even MORE gains.

A coherent, whole-system reform that led to big results.

Inputs INPUTS ­

Resources

Drivers DRIVERS ­

­ Enrollment

­ Lesson Guides

Capacity Building

­ Pupil Attendance

­

¯ Corporal Punishment

­ Coaching

Quality Assurance ­ Monitoring ­ Feedback

Environment ­ Praise

­ Training

­

Time to Learn ­ Time on Task

­ Textbooks

­

Outcomes OUTCOMES

­ Teacher Attendance

­ Technology

­ Parent Engagement

­

Instructional Quality ­ School Management ­ Teaching Practices

­ Alignment with Pupil

Needs

EdoBEST has significantly improved the classroom experience In EdoBEST Classrooms, Teachers more often…

+54%

Use Praise

+34%

Praise more pupils

+21%

Focus

and Pupils more regularly…

E=MC2

+25%

Follow Directions

+45%

Work Hard

Term 3

Learning More, Learning Faster ● Since the pilot year, EdoBEST pupils were learning at a significantly faster rate.

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All of this comes from radical shifts in the classroom experience.

Backing Up: How did we get here?

Term 1

3rd Year Summary Report

­

Learning

­ Literacy Scores ­ Maths Scores

340

Schools Renovated

+27%

Have Work checked

EdoBEST has invested in the physical rehabilitation schools

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3rd Year Summary Report

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Organized and Timely Instructional Material Delivery

quantitative reasoning, etc. Answer keys for each assessment were available for parents, guardians or

Mobile Friendly Quizzes

Since the inception of the EdoBEST

older siblings to provide feedback.

program, over 2 million instructional materials and 9.7 million exam

● Interactive Mobile Quizzes: Short

materials have been distributed

practical quizzes in key subjects

to schools across the state. These

like Mathematics, English, Sciences

materials are printed by local printers

and Social Science were created

and publishers. Following this they

for pupils to test their capabilities.

are centrally kitted and distributed

Pupils The quizzes were accessed

directly to schools and LGEA offices.

on WhatsApp by sending 0 to the

All materials are tracked and verified

approved phone number.

throughout the process to ensure that the state have an accurate record of

● Interactive Audio Lessons: Well-

exactly how many copies of each title

tailored daily lessons and other

are available in each school.

classroom learning activities were converted to audio format for the pupils to access.

Maximizing Learning Gains in the Face of COVID-19

● Educational Digital Storybooks: Digital Storybooks for children of

The EdoBEST@Home was born out

each age group were distributed

of the need to ensure continuity

digitally online and through the

in learning amidst the closure of

WhatsApp Groups.

schools due to the Coronavirus pandemic. It is based on the childcentred and scientific approach of the EdoBEST program and leverages the SUBEB website and virtual learning classrooms via WhatsApp. In addition to providing daily lessons that are designed to be delivered by a parent or other adult, EdoBEST@ Home provides: Self-Study Activity Packets: These are digital self-study activity packets created for all class grade levels across subjects like verbal reasoning,

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Pillar 4 Community Engagement and Partnerships

Pillar 4 is aimed at strengthening and leveraging the relationship between community stakeholders and our schools.

Objectives: 1. Build capacity of Edo SUBEB

SMBCs have improved Synergy between Schools and Communities

and the 18 LGEAs for effective social mobilization for enhanced

The School-based Management

communities and civil society

Committee (SBMC) network has

support to basic school

been developed to foster community

improvement.

engagements with schools, education authorities and contractors. They

2. Strengthen community, civil society

also encourage parents and guardians

and private sector collaboration

to attend Open Day to learn

and partnerships with government

about their pupils’ academic and

to improve basic education services

developmental growth.

and provision in Edo State.

Thus far, over 11,000 SBMC members 3. Establish effective functional

have been trained and now oversee

School-based Management

the operations of schools within their

Committees (SBMCs) to enhance

communities. As SBMC members,

community participation and

they put structures in place to ensure

support to improve basic education

the safety of school facilities when

delivery in the State.

schools are closed. Additionally, when contractors are assigned, they supervise their operations and ensure

Results: Empowering Local Businesses All school construction and renovation projects have been contracted to indigenous contractors. This was done to strengthen local businesses and promote accountability. SUBEB has also partnered with local civil society groups, media houses, private companies and well-meaning individuals to further push and improve the basic education services delivered through the EdoBEST program. Some results gained from these partnerships have included the support of co-curricular activities and renovation of schools.

that standards are met.

3rd Year Summary Report

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3rd Year Summary Report

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Pillar 5 School Infrastructure and Facilities

Pillar 5 is aimed at creating a conducive learning environment for pupils and school staff.

Objectives: 1. Establish sustainable, cost-effective

Results: Improved Procurement System

Conducive Learning Environments

To ensure the sustainability of

procurement system by adhering to

9.632

classrooms have been completely

achievements made, structures were

the established procurement processes

renovated across the state.

set up with field officers providing

and result-focused transparent

Edo SUBEB has developed an

tender and procurement processes

ethical, reliable and more effective

and practices for the Edo State Basic Education subsector.

supervisory support. For example, as

by the Edo State Public Procurement 2. Develop and institutionalize

Structures to Encourage a Good Maintenance Culture in Schools

Agency (EDPPA) and creating an

204

part of their daily monitoring activities

an effective, equitable project

opportunity for all to compete. The

delivery and management

aim of this improved system is to

system to facilitate adequate

ensure that there is an open and

infrastructure and facilities for

transparent process characterized

inclusive quality basic education

by equity and accountability for all.

provision in Edo State.

This focus has encouraged open and

1,119

schools and LGEA staff on a weekly

toilet have been constructed

an opportunity to celebrate schools

fair competition, efficiency, and

or renovated

that are maintaining their facilities

3. Institutionalize good maintenance culture for school infrastructure and facilities with community involvement.

quality assurance officers assess the

classrooms have been constructed

This information is reported out to basis. This practice alone has created

and raise concern around those that

overall reliability of procurement in Edo SUBEB.

cleanliness of the school environment.

95

are not. Overall this practice has contributed to an increase in the

water projects have been completed

number of schools that have clean and organized learning environments.

32

fences have been erected

37,629

sets of pupil furniture have been distributed

122,152.43

square meters of roofing have been installed

105,725

square meters

of floor tile have been laid

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3rd Year Summary Report

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EdoBEST is Working!

“Before, some of the children didn’t have the zeal to learn. But now because of the introduction of the character board and the kind of cheers we sing, they started exhibiting this kind of zeal to participate in lessons.”

Teacher Gift Agho, Omoemu PS “Since the introduction of Edo-BEST, I am proud to say I have seen the difference in my class. Some of the children who could not read and write before are reading and writing, and It has even extended past reading and writing. The Edo-BEST pedagogy has improved the vocabulary of the teachers and pupils. Teachers end up learning new words and new things especially when preparing for the class and the children learn the new words because when they see it in their books, they say “teacher what does that mean” Edo-BEST has really helped the way children learn.”

Teacher Vivian Iguisi “The use of the teacher computer has helped in all ramifications, both at home and in school. I can now manage my time well. I am proud to say I am a digital teacher. We don’t have to write lesson notes. All we have to do is come to class, disseminate the notes to the children and we can see that they are happy to learn and makes them want to learn more.”

Teacher Patience Ehondor, Iheya PS.

“I Have found administration so easy with the use of this smartphone. I am able to monitor teachers’ arrival and depature to school. I can also monitor the progress of the teacher's lesson delivery through my long and short observations. So many things have been built into the smartphone that makes administration easy for me. All of this has helped our school because now, the Edo-BEST initiative has led to a rise in enrolment. We have pupils coming into public schools regularly.”

Headteacher Josephine Iremiren, Iheya PS. Edo-BEST has tried for me oh. Before Edo-BEST, it was a struggle to get my teachers to come to school and stay in school. Before, they would just call me, “Headteacher my mummy is sick, I can’t come in” and they would just hang up. Now because of the Edo-BEST syncing, my teachers know it is not me that reports their absenteeism.

The computer records it directly. Now teacher absenteeism has reduced significantly. In fact, it rarely happens now and even my teachers have a better relationship with me now.”

Mrs, Justina Ehijiagbone, Headteacher.

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“I commot my pikin from the private school where I dey take am before from KG to Primary 1, because she no fit read and write on top all the plenty money way I don spend. But I say make I carry her go government school so I no go dey too waste money. When I bring am come Agboghidi Primary School, where dem do Edo-BEST, within 1 term I dey see her note where she dey read and write now. I’m so surprised.”

Mrs Eunice Ogbede, Agboghidi PS, Benin City.

“I own a shop and my son could not give change or count money before, but since they introduced this Edo-BEST, now my son can count money and he will give the customer change. The customer will argue that he collected the wrong change, but when I would check, I would see that my son was right. I am so glad with the improvement I’m seeing.”

Mrs Imade Osagie, Oba Ewuare PS.

Contact Details subeb@edostate.gov.ng +234 8091 849 777