National Education Data Survey (NEDS) 2015 Overview

The survey aimed to provide confirmation of census-based enrollment data, allow comparison between states on access and quality issues, and enable comparison over time on access and quality issues. NEDS was implemented from November 8, 2013, to April 30, 2016, under the EdData II Technical and Managerial Assistance program. The survey preparation involved the development of a questionnaire, which was based on the 2010 NEDS survey to ensure comparison over time. The questionnaire consisted of four parts: a household schedule, a parent/guardian survey, an eligible child questionnaire, and a literacy and numeracy assessment. The questionnaire was reviewed by a team of 50 interested parties, including government agencies, international partners, and civil society organizations, in April 2014. Changes were made to the questionnaire, including the removal of HIV/AIDS questions, the removal of height and weight measurement, and the addition of the NBS wealth index. The sample for the survey was representative at the state level and was based on eligible children aged 4-16. The sample used a two-stage sampling method, where enumeration areas were selected from the 2013 DHS survey, and households within these areas were selected using DHS households and an additional 6,000 households to meet the target of 2,000 children per state. The survey implementation involved a pilot phase, which was conducted in August 2014, where data was collected on tablets, and questionnaires were converted to software. The pilot phase was tested by NPC coordinators over three days in 107 households, and changes were made to the skip patterns, mathematics questions, and font and color revisions on the literacy assessment. The main survey training was conducted in March 2015 in Saminaka, Kaduna, where 250 trainees, including 185 field interviewers, were trained. Each field interviewer received a tablet with an interviewer identification number and pre-loaded households. The survey findings were analyzed and disseminated, including the calculation of weights, response rates, and survey findings. The survey provided valuable information on the demand for schooling in Nigeria, which can be used to inform education policy and programming. The survey also allowed for comparison between states on access and quality issues, and enabled comparison over time on access and quality issues.