In the Nigerian state of Ekiti, my World Bank colleagues and I recently visited schools that had twice as many teachers as needed. In Bauchi, we saw rural schools that had only language teachers rather than those versed in science or mathematics. In Anambra, there was no single science or mathematics teacher in the rural schools we visited.
Why were these things happening? How can such issues exist within a vast and wonderful country that should have the potential of providing knowledge and expertise throughout the continent and the world? The Systems Approach to Better Education Results (SABER) initiative provided tools and analysis to help identify some ways forward.