Inside Edo’s Education Overhaul: Successes, Shortfalls, and the Road to Real Learning

The World Bank’s analysis of Edo State’s education system reveals strong teacher attendance and school management but highlights urgent gaps in teacher quality, student readiness, and infrastructure. To boost learning outcomes, the state must strengthen teaching skills, early childhood support, and incentive-driven reforms.

A new report from the World Bank, developed through the Global Education Policy Dashboard (GEPD) and supported by the World Bank’s Education Global Practice, Bureaucracy Lab, and the Accelerator Program, presents a revealing picture of the education system in Edo State, Nigeria. This ambitious research, carried out in 2023, utilizes extensive data from school surveys, public officials, and policy frameworks to explore what truly drives learning in basic education. At a crucial point in its education reform journey, Edo State finds itself at the intersection of progress and potential, with clear wins and pressing challenges.

The study coincides with a pivotal shift in the state's education policy. Since launching EdoBEST (Edo Basic Education Sector Transformation) in 2018, the state has focused on improving teacher attendance, access to lesson materials, and consistent delivery of scripted instruction. Enabled by technology, teachers use tablets to follow lesson plans and receive real-time monitoring. However, since 2022, the reform agenda has expanded to include actual learning outcomes, with the 2023 Learning Agenda setting clear targets and introducing Nigeria’s first census-based learning assessment. This pivot from inputs to impact forms the foundation for the GEPD’s deep dive into Edo’s education ecosystem.

Strong Teacher Presence, But Weak Content Mastery

One of the most notable achievements in Edo’s education reforms is the high rate of teacher attendance. The GEPD found that 94% of teachers were present during unannounced visits—a result of rigorous tracking through the EdoBEST technology system. Yet, beneath this achievement lies a sobering reality: only 19% of teachers demonstrated proficiency in the subjects they teach. Pedagogical skills were also weak, with just over 11% displaying strong instructional methods. While teachers generally maintained good classroom management and showed high levels of motivation, the lack of subject mastery and effective teaching strategies undermines the state’s learning goals.

Despite these shortcomings, nearly all teachers received regular classroom observations and feedback—indicating that mechanisms for support are in place. However, the feedback may not be translating into improved teaching, particularly in socioemotional or higher-order cognitive skills. This underscores the need to align teacher training with the realities of what happens in classrooms, ensuring that monitoring systems also foster meaningful development.

Readiness to Learn Remains a Challenge

While student attendance hovers around 79%, the readiness of students to learn is alarmingly low. Only 20% of first graders had the cognitive and socioemotional skills required to begin school successfully. Rural students scored even lower than their urban counterparts, highlighting persistent inequalities tied to socioeconomic status, access to healthcare, and early childhood education. The GEPD’s direct assessments found that while numeracy readiness was relatively high, literacy and socioemotional skills lagged significantly.

School management, by contrast, is a bright spot in the system. Headteachers scored well on operational management (4.2 out of 5), and instructional leadership, while appearing moderate at first glance, was found to be stronger than reported due to program-specific design. For instance, while only 28% of teachers discussed lesson plans with coaches, this is by design, as lesson plans are standardized. Principals also scored decently on management and problem-solving skills, though their long-term planning and understanding of teacher competencies were weaker. Many school leaders overestimated teacher content knowledge, pointing to a disconnect that may hinder improvement efforts.

Infrastructure Gaps Undermine Learning Environment

While basic learning materials like chalkboards and furniture are widely available, the GEPD reveals a critical infrastructure gap across Edo’s schools. With an infrastructure score of just 1.2 out of 5, many schools lack essentials such as functioning toilets, clean water, electricity, and internet. Only 13% had access to electricity and less than 20% had drinking water. These issues are more severe in rural areas but remain widespread overall.

On the policy front, while Edo State has strong frameworks for teacher evaluation, school leader selection, and learning goals, gaps persist in implementation. Monitoring and accountability mechanisms are weak, and teachers report little consequence for chronic absenteeism. Policies governing school management also scored well overall, though support for ongoing training and mentorship of principals remains limited. Meanwhile, policies supporting learners, particularly in health, nutrition, and caregiver education are underdeveloped, further limiting early learning outcomes.

Bridging Policy and Practice Through Systemic Reform

Politically, Edo’s bureaucratic structure appears competent, scoring 4 out of 5, and mandates are relatively clear. However, implementation suffers from overlapping responsibilities and limited coordination between the state Ministry of Education and local governments. The GEPD found that state-level learning goals such as those outlined in the Learning Agenda have not fully trickled down to local education authorities. Local officials scored 15 percentage points lower than their state counterparts on goal awareness and commitment.

Perhaps the most significant missing piece is incentives. While the state has set clear learning goals, there are no performance-based rewards for schools or teachers. Plans are underway to introduce performance-linked career progression and possibly funding tied to learning improvements, but implementation remains a future task. Establishing such systems could motivate schools and individuals to strive toward higher outcomes.

A Solid Foundation, But The Hard Work Remains

The GEPD report concludes that Edo State has made commendable progress in improving equity, teacher attendance, and school management. However, to sustain and deepen these gains, critical challenges must be addressed. Improving teacher content knowledge, investing in school infrastructure, expanding early learning support, and building an incentive system that rewards results are all essential. Bridging the divide between state and local implementation and aligning monitoring systems with development goals will also be key. With the right investments and political will, Edo has the potential to become a model of education reform—not just in Nigeria, but across Africa.