Case Studies

Kwara Education Database Helps Improve Personnel Validation

11th July, 2016  

Head of Statistics and ICT Unit of Kwara SUBEB, Zakariyau Abdulqadir, (middle) explaining on selected components of the database to ESSPIN and SUBEB teams.

“The database is increasingly helping the Human Resources and Administration sections in the Local Government Education Authorities (LGEAs) to monitor personnel, prepare retirement benefits and collate training needs of staff within the education sector”, said the Head of Statistics and ICT Unit of Kwara SUBEB, Zakariyau Abdulqadir. “It is also facilitating adjustment and sanitation of the payroll for the education sector, by the department of Finance and Supply in SUBEB”, he added.

The state education database, developed with technical support from ESSPIN, reports on multiple components of school improvement. The components include infrastructure, pupils’ and teachers’ attendance, promotion and retirement due dates for teachers and SUBEB staff. The database is populated from Annual School Census (ASC) reports, reports from school visits by School Support Officers (SSOs), Social Mobilisation Officers (SMOs) and officers of the Quality Assurance Bureau (QAB). The database enables integrated planning for the sector and is also used for monitoring, tracking and validation of personnel.

As the database includes record of teachers and staff employed within the education sector, it has become a go-to centre for validation of teachers and other staff of the State Universal Basic Education Board (SUBEB). Authentication of the actual number of staff who receive their monthly salary through SUBEB is now being facilitated through the database, allowing for accuracy and blocking leakages of state’s resources.

The database has assisted SUBEB to adjust the payroll to cater for about two thousand teachers whose schools were not indicated on the payroll. This has saved the state its resources and is helping the education sector to plan teacher recruitment, deployment and provision of schools infrastructure based on needs. To further save resources, the state is using Biometric Verification Numbers (BVN) of staff to detect multiple accounts linked to the same BVN, into which monthly salaries were paid concurrently. The database is also helping to expose issues of absenteeism on the part of teachers. The BVN and the database are therefore helping to reveal the corrupt practices that had gone undetected over a significant period of time.

Before the education database was put in place, accounting for staff and monthly remuneration were done through a manual process, leading to avoidable errors. The database has also helped to ensure that intervention in schools are needs-based. Schools that require additional infrastructural facilities like chairs, tables, classroom blocks, and teaching and learning facilities are increasingly being catered for.

As the database has been piloted in the education sector, other sectors like health, works and labour also anticipate replicating such efforts to account for their staff and further block leakages of state resources. The Teaching Service Commission also envisages replicating the database for secondary schools. The State Bureau of Statistics is also considering using the data centres as their base centres.

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