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This report presents the findings with respect to ESSPIN outputs, outcomes and impact, in pilot schools, roll-out schools and control schools. Early indications are that ESSPINsupported schools are associated with significantly more competent teachers, more effective school development planning, better functioning School Based Management Committees which reflect women and children’s concerns, and (to a degree, in accordance with the ESSPIN theory of change) pupil learning outcomes.
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This CS1 2012 thematic report on gender presents key indicators of teacher and pupil performance disaggregated by gender, and draws lessons for further strengthening ESSPIN’s interventions to promote gender equality in learning. Equally, the results are relevant to a broader set of stakeholders seeking to redress gender inequality in the Nigerian education system, teaching practices and learning.