Women and Gender Constituency : Position Paper on the 2015 New Climate Agreement

June 1 2015

A just and gender-responsive climate agreement can take different forms, but fundamentally it will; respect and promote human rights and gender equality: ensure sustainable development and environmental integrity; require fair, equitable, ambitious and binding mitigation commitments in line with the principles of Common but Differentiated Responsibilities (CBDR); call for urgent and prioritized adaptation action and resources that respond to the most vulnerable countries, communities and populations; demand a sustainable energy paradigm that prioritizes safe, decentralized renewable energy systems that benefit people and communities; ensure adequate, new, additional and predictable climate finance for developing countries; provide resources to reconcile loss and damage already incurred from climate inaction; and, ensure full, inclusive and gender-equitable public participation in decision-making, with increased mandatory ex-ante and periodic human rights and gender equality impact assessments. It must ensure that gender equality, equal access to decision making, and benefit sharing are integrated into all its provisions, including through gender-responsive means of implementation. Sex and gender disaggregated data and analysis of the underlying causes of any gender disparities must be mainstreamed in all information, communication and reporting systems.

READ the full WGC Position Paper on the 2015 Climate Agreement  http://womengenderclimate.org/


LASGAT Decries Poor Women’s Representation in Elective Positions


The Lagos State Gender and Advocacy Team (LASGAT), congratulates all candidates who contested and won in the just concluded 2015 general elections. LASGAT particularly congratulate all women who won elections into elective positions nationwide.

We are however  deeply concerned that the outcomes of the 2015 elections has produced less than 10% of women in elective positions nationwide resulting in a marked reversal in women’s representation in elective position compared to past years. This situation no doubt is discouraging and could lead to the further marginalization of women in politics and public life in future.

Nevertheless, LASGAT still believes that the low representation of women in elective positions can be addressed by giving women the opportunity to serve in appointive positions in government.

LASGAT hereby ,calls on the federal and states government to increase the representation of women in appointive positions by ensuring that women occupy  nothing less than 50% of all appointive positions in Nigeria.

LASGAT has a list of qualified women in all spheres of human endeavour who can be appointed to serve the country. LASGAT is ready to work with the Federal and States Government to recommend credible and qualified women for appointive positions.

Meanwhile, we call on all successful candidates   to leverage on the opportunities provided by their victory at the 2015 polls to pursue requisite measures to mainstream gender equality and promote women’s empowerment in all their undertakings as representatives of the people.

Dr Keziah Awosika                                  Ms Titilope Akosa

Chairperson LASGAT                             Coordinator LASGAT


Lagos and the Struggle for Democratic Nigeria

The book “Lagos and the struggle for Democratic Nigeria” is a modest contribution by Razaq Olokoba, Titilope Akosa and Alfred Ilenre to the pursuit of good governance and genuine democracy in Nigeria.

The focus of the book is to capture and highlight the role of Lagos in the dynamics of the struggle for a democratic Nigeria. Since the struggle against European expansionist mission in Africa and notably, the British colonial intervention in 1861, Lagos has become the centre of human rights and political struggle for freedom in Nigeria. Lagos elites and the ordinary people have contributed immensely to the activities of events that led to the nationalist struggle as well as the pre and post- independence democratic struggle.

Here are some excerpts from the book to whet your appetite;

” In the decade before Nigeria’s independence, Lagos would witness series of agitations, struggles, births and rebirths towards self -rule and independence .More than any other state in Nigeria, the collective yearnings, tears, pains and the struggle that nurtured and gave birth to Nigeria’s independence were indelibly woven into the fabric of Lagos State”

“Effectively, Lagos remained in the second republic the hotbed for the intermingling of power and influence between government-controlled media and their privately- owned counterparts. Indeed, the media were caught up in the struggle for power as it is the case in present day Nigeria”.

“It is like going to meet a good deal of all the colours of Nigeria, the colours of the west coast, and all the colours of the African continent too, when you come to Lagos. It is one city in the world in which black people do things for themselves even in the face of the most brazen conspiracy of distractions. This is a port city, an entrepot of trade. The city of the media. The city of industry. The city of fashion. It is the city of music. The city of politics. It was a city of power from its origins, becoming richer and more industrialized than any other city in Nigeria, thus acceding to the role of the frontliner, always in a position to influence if not restructure the poor and largely provincial lives of other cities through a demonstration effect that appears to survive all vicissitudes”. Odia Ofeimun

” At the hoisting of of the APC flag in Lagos on August 1, 2013, Governor Fashola made clear the mission of APCwhen he referred to APC as the stone that will kill the Goliath of the ruling party at the federal level. In his words “——-the Goliath now has a stone and will fall. You see there is a stone for every Goliath. this is the stone for our Goliath ——-“ These words by governor Fashola kick started  the build up of the change movement of APC during the 2015 general elections”.

Be ready to purchase your copy on the book stand

Report of 2015 World Environment Day Celebration



The World Environment Day is the United Nation`s principal vehicle for raising awareness worldwide and to mobilize individual actions into collective power to preserve and care for the earth. Centre for 21st Century Issues (C21st) in partnership with Abayami Farm Estate as advocates for sustainable development joined the global community in commemorating this year’s celebration on the theme “ SEVEN BILLION DREAMS, ONE PLANET, CONSUME WITH CARE”


Centre for 21st Century Issues (C21st) in partnership with Abayomi Farm Estate (AFE) celebrated 2015 World Environment Day (WED 2015) by conducting an eco-study tour of AFE Emerald Forest Reserve, a private Forest Reserve owned by AFE, situate at Abayomi Farm Settlement, Aworin, Ikoyi-Osun, Osun State on Friday, 5th June 2015.


The program which started at about 9:00am had in attendance a total number of 28 participants comprising of 10 females and 18 males drawn from the prestigious  University of Ibadan, Abayomi Farm Estate settlement, Civil society Organizations (CSOs), Media and students.

Participants @ the #WED 2015 Celebration by C21st
Participants @ the #WED 2015 Celebration by C21st


The opening session was anchored by Mr Francis Anyaegbu of Farm Allure. Prof Abayomi the host and the Director of Abayomi Farm Estate declared the occasion opened by the breaking of kola nut which was produced on the AFE organic farm. Prof Abayomi gave a brief introduction of AFE Emerald Forest, a private forest reserve, owned by Abayomi Farm Estate company.  The AFE Emerald forest was acquired by AFE about 12 years ago. It is a 300 acre pristine forest conservatory on the banks of the great Osun River. It is situate on the confluence of the Aworin Osun and Akinrin streams that flow into the Osun River. It is nestled between rocky Mountains with riverside forests that support the echo habitat of the Osun River.

Director AFE and ED C21st
Director of AFE Prof Abayomi and ED C21st speaking @ the Event

The major reason behind the establishment of the forest reserve is to develop a nature reserve were plants do not go extinct and also to create an environment where one could eat fresh, natural organic food without any form of pollution.

He further advised all present to have regards for nature because the way we treat nature is the same way nature will treat us. Nature does not need us, we need nature and if we decimate and desecrate our environment, we will deprive ourselves of clean, pure water, fresh air and other free gifts of nature. He also said there is need to educate the youths to consume with care because there is enough food produce to feed everybody but a lot of this produce goes to waste instead of it going to those who really need it.

Titilope Akosa the Executive Director (ED) of C21st threw more light on WED and what it is all about. She said half of the problems we have in the world are as a result of selfishness and greed. How can the 7 billion people that currently exist on earth live and exit the earth in a friendly manner so that generations unborn can also inherit and enjoy the earth. She said each person should try and make the earth habitable and free of pollutants by reducing their carbon footprint, discourage deforestation and depletion of the earth resources, and also we should make use of the 3Rs which are Reduce, Reuse and Recycle to minimize waste.

On Climate smart Agriculture, Titilola Kazeem the programme officer for C21st gave the presentation. She advised participants to always consider the environment in whatever they do and they should desist from wasting food. She informed participants about the impacts of climate change on agriculture.

Prof Abayomi added to the presentation that soil has life and the life of the soil should always be protected by using organic fertilizer instead of inorganic fertilizers that often kills the microbes in the soil. He said further that soil needs to be allowed to rest for a while to replenish itself. Once the use of Genetically Modified Organisms (GMOs) is accepted, the use of pesticides and fertilizers becomes inevitable.


After the opening presentation another session was constituted with the team from University of Ibadan led by the Head of Department (HOD) Professor Agbeja.  The professor gave a brief on the collaboration between AFE and the university with respect to the practical training of students from the department at the reserve. The Department of forest Resources Management of University of Ibadan is the flagship of forest resources management in Africa and has been able to identify AFE Emerald forest reserve as a unique reserve which conserves various tree species, shrubs, herbs and biodiversity which is of scientific value.  According to Professor Agbeja, the department is going to collaborate with AFE to preserve the forest, label all the plants and raise awareness with the local community around the reserve on the importance of protecting the reserve.

From Left Dr Mrs. Adegeye, Prof Agbeja of the University  of Ibadan,  Forest Resources Management  Department , Dr Abayomi, Ms Titilope Akosa and Prof Kayode Ogunsanwo  during the panel discussion
From Left Dr Mrs. Adegeye, Prof Agbeja of the University of Ibadan, Forest Resources Management Department , Dr Abayomi, Ms Titilope Akosa and Prof Kayode Ogunsanwo during the panel discussion

Other lecturers from the Department Dr. Mrs Adebola Adegeye and Professor Kayode Ogunsanwo spoke about the importance of collaborative effort between the Federal, State and Local Government in preserving forest and nurturing trees. They emphasized the passing of the National forestry Bill into Law in Nigeria.  This bill will help to apprehend those who are into illegal logging of trees and ensure forests are preserved for generations unborn. They also discuss the issue of sustainable use of forest products such as continuous tree planting and that when trees are felled they should not be burnt in order to preserve the Carbon Dioxide stored in them.

The Executive Director of C21st in her contribution to the discussion gave insight on how the National Forestry Bill can be passed into Law in the current dispensation. She advised that the bill should be reviewed to accommodate new issues that have emerged over time. She provided information about the Global Environment Facility (GCF) Fund and how the reserve can benefit from the funds. A collaborative proposal initiative between AFE, C21st and the Department should be explored to protect, preserve and sustain the reserve as a natural secondary forest.

The importance of engaging with Local and indigenous communities was also emphasized.  Local and indigenous knowledge and experience in forest conservation is very important and this can be harnessed from local people in the communities. There is need to tap into the repertoire of indigenous knowledge in order to get the best approach to preserve forests.


After the presentations participants were given opportunity to ask questions and make comments. Some of the questions raised borders on enforcement of extant forest preservation laws, advocacy on use of organic fertilizers, banning the use of GMOs in Nigeria, and engaging government on the need for the passage of National Forestry Bill.

It was agreed that there is need for continuous advocacy on all the issues raised and participants should see themselves as agents of change to spread the gospel of sustainable consumption and forest preservation for the benefit of humanity.


After the training session all participants embarked on a tour of the reserve. The lecturers from University of Ibadan explained to the best of their knowledge the scientific names and medicinal value or importance of the various plants. Pictures of plants and sites of the reserve were taken and messages from participants to the world on the WED were recorded to be shared on social media.

#WED 2015
participants on tour of the Forest Reserve
Tour of the Forest Reserve
#WED 2015
On tour of the Forest Reserve


After the tour, a session of the dye making was anchored by Friday Dennis Okhiria who explained how different type of traditional indigenous Dyeing techniques that can be used. Trainings on the different Batik, Tie and Dye can be facilitated for organizations in collaboration with AFE.

Dye and Batik Session
Dye and Batik Session



Participants concluded that it was an exciting program and that there is need for increased awareness on sustainable use and consumption in Nigeria. It was agreed that a communiqué should be issued on the discussions, recommendations and conclusions from the program. The proceedings of the program should be published on the United Nations Environment Program website.  The program ended at about 4pm with vote of thanks from Professor Akin Abayomi and Ms Titilope Akosa.

Lagos Inclusive Education Endorsement By stakeholders

Lagos State Inclusive Education Policy

Lagos state Ministry of education endorsed the Lagos State Inclusive Education Policy on 26th of May 2015. Below is the full text of the Policy


1.0 Introduction

Inclusion is a belief system embraced by members of a learning community. It entails the responsibility of educating all pupils with multi-dimensional challenges and excluded children with the ultimate aim of assisting these diverse groups of pupils attain their desired goals, according to their individual needs and abilities.

An important dimension of inclusiveness is the physical location of pupils in the school environment and the classroom. This is expected to be conducive and enabling, such that it enhances pupils’ access to learning and accommodate their diverse needs. In essence, inclusive education is making education more accessible to all children of school age, irrespective of their socio-economic status, disabilities, race, ethnic or cultural background and gender.

This policy statement is targeted at putting in place an all inclusive education programme that will facilitate the expansion and improvement of a comprehensive education, especially for all out-of-school children. In a bid to attain the Millennium Development Goals (MDGs) of “education for all” (in respect of all children, particularly children with disabilities, the girl-child in difficult circumstances, those belonging to ethnic minorities and hard to reach communities) through access to free, qualitative and compulsory basic education. It is expected that the learning needs of all young people and adults will be achieved through equitable access to appropriate functional education and life-skill programmes. It is a step at improving all aspects of education geared towards the achievement of excellence and measurable learning outcomes in the areas of literacy, numeracy and numerous essential life skills.

Recognizing the need to have a reliable database of all out-of-school children in the State, it is pertinent to embark on a census, for accurate planning and projection. This policy will facilitate the conduct of a census of all out-of-school children with emphasis on the direct and remote causes which are inimical to their education. This is with a view to planning different strategies for different groups of children in the State.

This  policy will facilitate the achievement of UBE objectives which is in line with the MDGs which states that by year 2015, all children must complete nine years of basic education, in conjunction with “Education For All” (EFA),  Lagos State Special Peoples’ Law 2011, other Conventions, Declarations and Recommendations related to inclusive education.

2.0 Who are the out-of-school children in Lagos State?

The out-of-school children in Lagos State are those children of basic school age who are unable to attend school due to various circumstances such as divorce of the parents, parents’ professions, religion, parental economic status/poverty, cultural beliefs, disabilities, vulnerable children, teenage pregnancy, among others.

As a response to the yearning needs of all people with disabilities in Lagos State, the State House of Assembly has passed into law, the Lagos State Special People’s Bill, now known as “Lagos State Special People’s Law 2011”. This law addresses the fundamental rights of all children with disabilities as it concerns their education. It also made provision for inclusive education, with emphasis on creating access to education in all schools in the State, eradicating discrimination and stigmatization of people with special needs.

The existing inclusive education programme is more of integration/mainstreaming, as there are myriads of challenges to the programme. These are inadequate infrastructure, shortage of personnel, high ratio of pupil-to-teacher, and inadequate instructional materials.

3.0 Policy Environment

The Lagos State Inclusive Education Policy is meant to address the educational needs of all children and adults and it is expected to be operative in the 20 Local Government Areas and 37 Local Council Development Areas of Lagos State. This  policy puts into consideration the provisions of the National Policy on Education,  various international conventions, declarations, and the array of existing recommendations on inclusive education, the Lagos State Special People’s Law (2011), the Lagos State Education Policy, the National Teachers’ Policy, the National School Health Policy and the Gender Basic Education Policy.

4.0 Lagos State Inclusive Education Policy Goal

The main goal of Lagos State Educational System is the pursuit of excellence in all educational provisions, with emphasis on all children of school age and adults having access to universal basic education.

4.1 Policy Objectives

The policy objectives are to:

  • Align the State education system with the directives of the National Policy on Education.
  • Ensure that all out-of-school children of school age are brought to school for complete basic education.
  • Ensure regular training and re-training of personnel as well as the provision of adequate instructional materials to improve on the quality of teaching and learning in schools.
  • Promote adaptable curriculum and school infrastructure that meet the needs of all children without discrimination so as to be productive members of the society.
  • Encourage parents and communities to participate effectively as important stakeholders in the management of schools.

5.0 Strategies for achieving the inclusive education policy objectives

The following are the identified strategies to achieve the goals and objectives of this policy:

5.1 Creation of awareness on inclusive education

Our analysis has revealed that carefully planned awareness and sensitization activities should be, embarked upon and sustained to encourage parents to enroll their wards in schools.

The following specific activities will be implemented to change attitude and behaviour.

  • Sensitization and awareness   on Inclusive Education (IE) to community leaders, religious organizations, and parents.
  • Develop key messages for handbills, posters and place jingles on radio, television and print media
  • Public enlightenments and campaign rallies in places with Out-of School Children e.g. motor parks, markets and sundry places.
  • Sensitize parents and teachers on the need to learn sign language, and other means of managing children living with disabilities

5.2 Ensure that all children are enrolled retained and transit to higher schools

Steps are to be taken to improve students’ enrolment, retain students in schools and transit to higher educational school level through the following activities:

  • Conduct Out-of- school baseline survey and monitor progress periodically.
  • Conduct Annual School Census to monitor attendance and retention.
  • Collect data on children that drop-out and those at risk of not transiting to higher classes and follow them up.
  • Establish or strengthen existing children’s clubs, to conduct survey to identify children who are not in school, investigate why they are not in school, counsel parents on the importance of education.
  • Provide guidance and counseling services for school children and parents.
  • Encourage partnership between the parents, professionals, civil society organizations, corporate bodies to support school activities.

5.3 Creating access and safety in all public schools

  • Modification of all school structures to create accessibility for children with disabilities (provision of ramps where necessary).
  • Provision of adequate security in all schools in the State.
  • Use of community-based security network.
  • Involvement of parent forum/SBMC in the provision of security in schools.
  • Enforcement of the Lagos State Special People’s Law 2011.
  • Encourage all registered private schools to accept all school-age-children that visit them for enrolment without any form of discrimination.
  • Provision of accessible recreational facilities.
  • Establishment of more primary and secondary schools particularly in areas that are densely populated.
  • Training on disaster risk reduction and providing early warning systems in all schools.
  • Provision of First Aid kits in all schools.
  • Provision of potable water in all schools in the state.
  • Provision of regular power supply in all schools.
  • Provision of free mid-day meal for the children.

5.4 Improved teaching /learning conditions:

  • Continuous training of teachers (regular and special needs education teachers)
  • Payment of monthly special teachers’ and care-givers’ allowance
  • Regular promotion of teachers and supporting staff members.
  • Employment of more teachers to tackle shortage of teaching staff in schools
  • Employment of caregivers in schools
  • Employment of other service providers for special needs children education (braillists, sign language interpreters etc)
  • Making learning environment friendly.
  • Provision of age-appropriate and adequate instructional materials in all schools.
  • Provision of vocational education/training in all schools for vocational skills development.
  • Provision of library materials for knowledge updating purposes.
  • Review of school curriculum to accommodate other groups in the school in a flexible manner.
  • Creating teacher/pupil ratio that is result oriented.
  • Recruitment of relevant personnel, e.g. audiologist, social workers, psychologists, physiotherapists, counselors, caregivers, etc.
  • Incorporate the teaching of core aspect of special education from first to final year in colleges of education in the state.
  • Creation of Resource Centers in all schools.

5.5 Making teaching interesting and recognizing the ability and needs of all children.

In Lagos State, the intention is to work towards making teaching and learning interesting and fun, by overcoming resource barriers through the following activities:

  • Use problem-based on-the-job approach to train and retrain teachers to teach diverse learners and make schools more effective.
  • Provide access to relevant information on how to implement inclusive education.
  • Facilitate better teaching and learning to adapt to local language and teaching materials in the school environment. Use local language to disseminate information and build on existing good practices.
  • Encourage teachers in using collaborative problem-solving methods, including children who have impairments, or who have been identified as having “special needs”.
  • Provide appropriate specialized facilities to address identified learning difficulties.
  • Advocate the establishment of functional guidance and counseling units in schools.
  • Earmark feasible extra time for testing and examining children living with learning difficulties.
  • Facilitate the provision of appropriate musical and laboratory facilities/materials.
  • Provision of basic instructional materials based on the challenge of each child, e.g. Braille materials for the visually impaired person, sign language materials for hearing impaired person etc.

5.6 Making school environment safe.

Lagos State would ensure that all children feel safe, free and happy to come to school through the following activities:

  • Creating appropriate, safe and learner friendly environment.
  • Fencing of school compound.
  • Preventing all forms of abuse in schools.
  • Provision of appropriate sporting facilities.
  • Mapping of schools that are vulnerable to disasters including natural and climate disasters.
  • Make adequate arrangement and or infrastructure upgrade to eliminate flooding and resilient schools infrastructure.

5.7 Making special schools serve as resource centres.

The existing special schools will be transformed into outreach and resource centres for inclusive education in the State through the following activities:

  • Making special schools more inclusive by introducing ‘twinning’ between regular and special needs children to attract different categories of children.
  • Ensure provision of resource materials (audiometers, speech/auditory trainers Braille equipment and other assistive technology etc) to equip special schools as resource centres.
  • Establishment of functional SBMC community involvement and partnership between social workers, parents and children themselves, to make meaningful contribution to inclusive education and help to promote inclusion in the State.
  • Existing inclusive units will be used as pilot schools for inclusive education.




6.0 Stakeholder’s roles and responsibilities

The effective implementation of inclusive education in the State calls for collaborative efforts of all stakeholders to play specific roles as stated below:


6.1 Ministry of Education

  • Coordination of inclusive education programmes in the State.
  • Update research data on inclusive education in the State.
  • Work with other Ministries in the State for effective implementation of inclusive education practices.
  • Inspection, monitoring/supervision of inclusive practices in the State.
  • Training and retraining of teaching staff for effective education services.
  • Adequate funding of inclusive education programme in the State.
  • Provision of guidance and counseling services to schools.
  • Identification and assessment of children with special need in the State.
  • Placement of special children into special schools based on their challenges
  • Referral services to appropriate places such as vocational centres, hospitals and rehabilitation centres.
  • Organizing career talks/excursion for students and pupils in Lagos State
  • Administration of Aptitude test for all JSSIII students in Lagos State
  • Celebration of important annual festive programmes such as International Day for person with Disabilities; 3rd December, at the State level, Children’s Day; 27th , May, etc
  • Quality control of schools, both public and private.
  • Provision of Adult Education programme in the State.
  • Provision of scholarship/bursary award to indigene and outstanding students.
  • Provision of library facilities in schools
  • Placement of students into SS1 class of their anticipated career choices; Science, Arts, Commerce
  • Provision of instructional materials such as projector, television, Braille machine, hearing aids, mobility cane, audiometer etc
  • Coordination of co-curricular activities in schools
  • Coordination of inter/intra State transfer for students
  • Ensure that the state owned tertiary institutions administer courses or programmes on special education.

6.2 Lagos State Universal Basic Education Board (LSUBEB)

  • Employment of teaching staff
  • Employment of support staff
  • Deployment/transfer of staff
  • Promotion of staff
  • Payment of salary and allowances
  • Discipline of staff
  • Training and retraining of all teaching /non-teaching staff
  • Conduct and monitoring of unified examinations
  • Monitoring of teaching and learning activities in all primary schools in the State
  • Recommendation and supply of teaching and learning materials to all basic schools in the State.
  • Registration of pupils into ECCDE/primary one
  • Transfer of pupils into primary two to five
  • Establishment of new ECCDE centres/primary schools
  • Splitting of over-populated primary schools
  • Placement of pupils into junior secondary schools
  • Transfer of students into junior secondary schools
  • Collection of data for proper planning
  • Construction, rehabilitation and renovation of infrastructural facilities in schools
  • Provision of infrastructural facilities in schools (furniture, classrooms, etc)
  • Establishing ECCDE centres in schools.
  • Adaptation of ECCDE/primary pupil’s curriculum.
  • Overseeing the implementation of the ECCDE Curriculum.
  • Monitoring the deployment and training of care givers.
  • Monitoring early childhood learning.
  • Monitoring adult and nomadic education
  • Monitoring of correctional centres.
  • Supervision and monitoring of activities carried out by SUBEB in schools.
  • Overseeing the implementation of the Basic education curriculum, including training in interpretation and application.
  • Recommending textbooks and instructional materials;
  • Distributing textbooks and instructional materials to LGEAs for distribution to schools, and monitoring distribution.
  • Coordinating and supervising registration and transfer of pupils.
  • Coordinating and supervising model primary schools.
  • Overseeing continuous assessment processes.
  • Coordinating the administration of examinations.
  • Coordination of co-curricular activities.
  • Provision of library facilities in schools.
  • Provision of instructional materials and infrastructures such as classroom and teaching aids.
  • Promoting science education.
  • Monitoring of activities in schools.
  • Coordination of establishment and splitting of schools.
  • Coordinating of JCCE/NCE meetings.

6.3 Local Government Education Authorities

  • Ensure effective supervision of teaching and non-teaching staff in the schools.
  • Serve as liaison office between SUBEB and primary schools in the State.
  • Information dissemination on inclusive education practices among schools.
  • Recruitment of non-teaching staff to schools in the State.
  • Promotion of all non-teaching staff.
  • Deployment/transfer of all non-teaching staff.
  • Supervision of teaching activities in all primary schools in the State.
  • Support data collection on school based issues and out of school.

6.4 School Based Management Committee (SBMC)

  • Creating awareness on inclusive education within the community.
  • Counseling parents and children on the importance of inclusive education and bringing out of school children to school.
  • Provision of security to school facilities and children.
  • Support provision of infrastructural facilities.
  • Support implementation of school development plan.
  • Assist in data collection by providing information.
  • Advocating for child’s education (protection, finding support group, report violations, ask for productive parent-teacher-student conference, knowing the school environment).
  • Encourage parents to show love to their children (spending time together, playing game together, taking walks together etc).

7.0 Civil Society Organizations/Non Governmental Organisations

Raise awareness on inclusive education.

  • Influence government to implement child right and protection law and other relevant laws.
  • Support all children with school materials.
  • Support mentoring and capacity building of stakeholders.
  • Working with communities to ensure voice and accountability in the implementation of the policy.
  • Lead advocacy and awareness for inclusive education.
  • Engage in collaborative out-of-school census, and monitoring and evaluation of this policy.
  • Raise awareness of all stakeholders on rights-based approach in achieving inclusive education in Lagos state
  • Mobilize community engagement in inclusive education.
  • Ensure that gender is mainstreamed in the implementation of inclusive education policy.
  • Private participation to compliment Government efforts in areas of training, advocacy, provision of structures and infrastructures and instructional materials in schools.

7.1 School Support Services (Junior Secondary School)

  • Overseeing the implementation of the basic education curriculum, including training, interpretation and application.
  • Recommending textbooks and instructional materials.
  • Distributing textbooks and instructional materials to LGEAs for distribution to schools, and monitoring distribution.
  • Coordinating and supervising registration and transfer of students.
  • Overseeing continuous assessment processes.
  • Coordinating the administration of examinations.
  • Promoting science education.
  • Monitoring of activities in schools.
  • Coordination of establishment and splitting of schools.

7.2 Education Districts (I-VI) (for Secondary Schools)

  • Information dissemination through the schools on out-of-school children to the parents, communities etc.
  • Monitoring of inclusive education activities in schools through the school inspectors.
  • Recruitment of qualified teachers.
  • Request for the provision of infrastructural facilities that is inclusive education friendly.
  • Make useful contributions in the process of curriculum review.
  • Collection and keeping of relevant data on out-of-school children.
  • Posting of guidance counselors to all schools.
  • Provision of teaching aids and motivational books/materials.

7.3 Lagos State Education Resource Centre

  • Sensitization of parents and public through posters and handbills.
  • Technical advice and assistance on facilities and infrastructure.
  • Research and development of up-to-date infrastructure.
  • Recommendations on curriculum review/updating.
  • Production of relevant instructional materials for inclusive education.
  • Training of teaching and non-teaching staff on inclusive education.

7.4 Ministry of Information

  • Public enlightenment on inclusive education in State media
  • Liaise with Ministry of Education and all relevant stakeholders on awareness creation on inclusive education during public programmes, global/international days and festive occasions.
  • Sensitization of the public on the need for attitudinal change.
  • Broadcast information efficiently and effectively among various media of communication in Lagos State.
  • Dissemination of data and information on inclusive education.
  • Report abuses or violations of rights in schools.

7.5 Ministry of Health

  • Provision of adequate medical facilities to all schools.
  • Provision of free health services to all school children in the State.
  • Prompt intervention to children’s health needs.
  • Screening of school food vendors and other members of staff and issuance of certificate of fitness to all.
  • Regular training and supervision of school food vendors.
  • Annual medical screening for all teaching and non-teaching staff in all schools in Lagos State.
  • Enlightenment on the need for balance diet for school children.
  • Immunization of school children during the immunization periods.

7.6 Ministry of Women Affairs and Poverty Alleviation

  • To alleviate poverty through provision of vocational training programmes in public schools so as to encourage skill acquisition among school age children.
  • To take care of out-of-school teenagers by encouraging them to go to school.
  • To take care of the vulnerable children whose parents may not be able to take properly care for.
  • To raise awareness and ensure full implementation of the Child Rights Law and Domestic Violence law in Lagos State.

7.7 Ministry of Justice

  • To provide protection and enforce the fundamental rights of school age children of Lagos State.
  • To ensure the full enforcement of Lagos State Child Right Law, Lagos State Special People’s Law and Lagos State Domestic Violence Law

7.8 Ministry of Youth, Sports and Social Development

  •  To interface with the Ministry of Education to continue to lay a solid foundation for youths through functional education curriculum with a strong moral and patriotic content.
  • To create an enabling environment that promotes youth and social development services that give succor to the vulnerable children.
  • To use sport as tool for social engagement, weapon against poverty, strategy against juvenile delinquency.
  • To use sport as linkage of schools and launch pad for taking sport as a career.

7.9 Ministry of Environment

  • To foster a clean, healthy, sustainable school environment for the well being of the pupils/students through the application of best practices in environmental management.
  • Ensure that public environment is free of any barrier to children movement.
  • Ensure that all schools have enabling learning environment.
  • To add aesthetic beauty to school environment.
  • Provision of proper drainage system to prevent flooding and disaster.