Bauchi State Agency for Mass Education



  • Dilapidated structures in the women education centers and zonal offices;
  • Inadequate trained manpower;
  • Inadequate learning and instructional materials;
  • Lack of office furniture at zonal offices and women centers;
  • Lack of monitoring vehicles at the headquarters and motor cycles for routine monitoring at the local government level.


  1. Learning and instructional materials are very critical to the success of the Agency’s programme. It is in line that the Agency sought and obtained the approval of His Excellency to procure the materials for immediate distribution to the already established learning centers in the state. These materials were therefore procured and distributed to nearly fifty thousand leaners across the State;
  2. Furthermore, skills acquisition materials such as beads works, necklace and earrings, shoemaking, pomade making, knitting were provided to the 36 functional women centres in the State;
  3. The Agency has opened computer learning centre at Bakin Kura Women Education centre, Bauchi targeting women and girls with the support of 50 laptop computers, home economics equipment and 5,000 copies of assorted exercise books and other teaching and learning materials donated by UNESCO;
  4. Supported and facilitated the construction of literacy and skills acquisition model learning centre in Darazo local government area by the National Mass Education Commission and Universal Basic Education Commission;
  5. Graduated and presented certificates to 3,307 IDP learners and 32,006 learners from different programmes run by BASAME;
  6. Mainstreaming of IDPs BASAME learners who passed the end of programme examination into formal schools;
  7. In collaboration with UNESCO, the Agency identified and established 800 women and girls e-learning centers in the Alkaleri, Bauchi, Katagum, Tafawa Balewa, Dass, and Warji LGAs, with total enrolment 20,000 learners aged 9-45 years;
  8. The Agency organized, conducted and monitored examination for the first set of 18,000 learners in the 10 NEI+ focused LGAs of Alkaleri, Bauchi, Ganjuwa, Toro, Darazo, Ningi, Misau, Itas/Gadau, and Shira in collaboration with NEI+;
  9. In the 2016/2017 literacy year, the Agency established 2461 adult basic literacy learning centres;
  10. Conducted training with training with Education Crisis Response a USAID funded project whose objective is create access to basic education to the internally displaced persons such as adolescent girls, youth and out-of-school children between the ages 6-17 on the development of baseline data assessment instruction;
  11. In collaboration with the ministerial action committee on AIDS of the Ministry of Youth and Sports trained peer group educators. Their role is to create awareness on the prevention and control of HIV/AIDS through monthly meetings with peer groups in the local government areas;
  12. The Agency conducted train-the-trainers workshop on reading, numeracy and social emotional training;
  13. It conducted training of master trainers on lifelong skills for 40 staff of Home Economics from the 20 LGAs;
  14. It conducted training for mater trainers on fashion, embroidery, and interior decorations for 20 staff from the Agency and LGAs and trained 200 IQS facilitators in collaboration with UNICEF;
  15. In collaboration with UNICEF, the Agency trained community-based management committee in the 200 IQS centers on their roles and responsibilities;
  16. The Agency trained 50 integrated Qur’anic Schools and Home Economics Facilitators in collaboration with USAID-LEAD;
  17. The Agency conducted the training of senior management staff on the development of Medium-Term Sector Strategy framework for the Agency;
  18. The Agency organized and conducted a policy dialogue meeting with stakeholders on non-formal education sector;
  19. In collaboration with NMEC the Agency identified selected and trained 12 facilitators for the rural facilitators scheme;

During the period, the Agency organized and conducted monitoring exercise to:

    • Ensure that all the teaching and learning materials distributed to local governments reach the learning centers and are being put into use by the end users;
    • Ensure that teaching and learning is going on smoothly. This is because according to the policy guidelines on Adult and Non-formal Education each programme is expected to be monitored thrice in a year to ensure retention, completion and better teaching and learning outcome;
    • To identify problems with a view to addressing them to improve performance.
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