Planning and Evaluation of Non-Formal Education Programmes in Kwara State

This study assessed the planning and evaluation practices of non-formal education programmes in Kwara State, North Central Nigeria. Systematic planning and robust evaluation frameworks are prerequisites for accountable and effective non-formal education delivery; however, the extent to which these are applied within Kwara State's programme management infrastructure requires empirical examination. The study employed a descriptive survey design with 60 participants comprising programme planners, state education officials, and senior facilitators. Document reviews of programme plans and evaluation reports, alongside structured interviews, formed the data collection approach. Findings revealed that programme planning was predominantly top-down, with limited community needs assessment preceding programme design. Evaluation activities were largely informal, infrequent, and rarely translated into documented programme improvements. Data management systems were manual and fragmented, impeding the development of comprehensive programme performance pictures. The study found significant variation across local government areas in the rigour of planning and evaluation practices, partly reflecting differential capacities of responsible officers. Recommendations include adopting a participatory programme planning model that formally incorporates community voice in needs identification, training programme officers in results-based management and logical framework analysis, establishing annual programme review cycles, and investing in simple digital data management tools accessible to field-level staff. The study provides a practical framework for strengthening the planning and evaluation culture within Kwara's non-formal education management system. Keywords: programme planning, evaluation, non-formal education, Kwara State, results-based management.