Monitoring and Evaluation Practices in Non-Formal Education Programmes in Nigeria

This study assesses the monitoring and evaluation practices applied in non-formal education programmes in Nigeria, examining the quality of evaluation systems and their contribution to programme improvement and accountability. Robust M and E frameworks are essential for determining whether adult education investments are producing intended outcomes and for generating evidence to guide programme adaptation. In Nigeria's non-formal education sector, M and E practice varies widely and is generally weak relative to international standards. This study uses a mixed-method design, combining a survey of 70 M and E officers, programme managers, and facilitators in non-formal education programmes in Rivers State, Kaduna State, and the FCT with document review of selected programme evaluation reports. M and E quality is assessed against a framework covering planning, data collection, analysis, reporting, and utilisation dimensions. Findings reveal that most non-formal education programmes in Nigeria conduct monitoring activities focused on inputs such as facilitator attendance and material distribution rather than on learning outcomes. Summative evaluation is rare, and when conducted, findings are rarely used for programme redesign. Weak data collection skills and absence of digital data tools are significant M and E capacity constraints. The study concludes that M and E practice in Nigerian non-formal education is insufficiently outcome-focused to drive programme improvement. It recommends that UBEC mandate outcome-based M and E frameworks for all subgrant recipients and provide standardised digital data collection tools.

Keywords: monitoring and evaluation, non-formal education, programme management, UBEC, outcomes assessment.