Abstract
Evaluation of the quality of education is normally undertaken for the purpose of ensuring accountability, improvement and sometimes for accreditation. At the basic education level in Nigeria, minimum standards have been produced by the Universal Basic Education Commission (UBEC) which schools are expected to reach and maintain if quality educational outcomes are to be achieved. As part of the routine monitoring of Basic Education institutions, UBEC carries out a Whole-School-Evaluation. This is normally preceded by school self-evaluation. Self-evaluation is a collaborative process of internal review which provides an institution with a means of systematically looking at ways of improving learning and facilities on ground in an attempt to enhance quality delivery of its mandate. How should this type of evaluation be implemented? This paper examines how school self-evaluation is currently conducted in Basic schools with the intent to bring out the strengths and weaknesses and thereafter suggests how we can build on the strengths and reduce the over-arching effects of the weaknesses. This is with the intent to ensure that proper implementation of school self-evaluation can be entrenched at the Basic education level and subsequently lead to institutional quality improvement.