13 July 2026 | Edo State, Nigeria
PEP-supported research on class sizes in Rwanda prompts Edo State education officials to explore evidence-based approaches to overcrowded classrooms and learning outcomes.
Participants at the National Policy Conference in Edo State on class size and learning outcomes.
A National Policy Conference convened by PEP-supported researcher Dr Nneka Esther Osadolor in Edo State generated strong engagement from government officials, who expressed interest in applying the study's findings to Nigeria's education system.
The conference attracted 27 participants, including 16 policy-related guests, six private-sector representatives, three civil society representatives and two academics, reflecting broad cross-sector interest in overcrowded classrooms and learning outcomes.
Participants included Edo State's Permanent Secretary for Education, Mr Enodolomwanyi Otamere; Dr Amen Ogbemudia, Director-General of the Directorate of Educational Quality Assurance and immediate past Secretary of UBEC in Edo State; and Mr Orire Gabriel, Director of Planning, Research and Statistics at the Ministry of Education. The programme included an interactive discussion on overcrowded classrooms, the presentation of research findings, and a panel session on moving from evidence to action.
What the research found
Dr Osadolor, a fellow in the Africa Fellows in Education Program (AFEP), presented findings from her research on whether reducing class sizes improves learning, which pupils benefit most from, and the conditions needed to sustain improvements. Drawing on administrative data from 761 public primary schools in Rwanda, the study examined the effects of reducing class sizes from approximately 52 to 36 pupils per stream.
Among the key results highlighted:
Short-term improvements in English, science and social studies, with English scores increasing by approximately 0.23 standard deviations; no significant improvement in mathematics in the first term
Gains concentrated in Grades 1 to 3, where pupils are developing foundational literacy and numeracy skills The largest improvements occurring at approximately 40–45 pupils per stream, with reductions below 40 producing little additional benefit
Most initial gains fading by the end of the school year unless paired with sustained teacher coaching, professional development and structured lesson guides
Little benefit recorded in schools operating double-shift systems, where additional teaching sessions and teacher fatigue may offset the advantages of smaller classes
Based on the evidence, the study recommends prioritising class-size reductions in Grades 1 to 3, targeting approximately 40–45 pupils per stream, supporting the transition from double-shift to single-shift schooling, combining smaller classes with sustained teacher support, and avoiding blanket reductions across all grade levels.
Officials reflect on the evidence
A defining feature of the conference was the direct engagement of policymakers with the evidence, situating the findings within Nigeria's existing policy guidelines, resource constraints and the practical costs of reducing class sizes. Mr Otamere welcomed the relevance of the research recommendations to the state's education policy landscape.
Dr Ogbemudia, drawing on her experience at UBEC, highlighted the connection between the study's emphasis on manageable class sizes and existing national guidelines on pupil-teacher ratios, noting that the findings reinforce the need for more consistent implementation of existing policies across schools. Mr Gabriel raised the cost implications of reducing class sizes, highlighting the need for further consideration of feasible financing and implementation strategies, particularly where reductions would require additional classrooms, teachers and other resources.
Together, these reflections underscored the importance of balancing evidence on learning outcomes with the financial and institutional realities facing government.
A lively discussion followed, bringing together policymakers, practitioners and academics to reflect on how to translate the findings into policy and practice in Nigeria.
Engagement continues after the conference
Following the event, the Permanent Secretary invited Dr Osadolor to a follow-up meeting, rescheduled for mid-August, to continue discussions on how the findings could inform education policy and implementation in Edo State. Dr Osadolor was also invited by the National Association of Low-Cost Private Schools in Nigeria to present the research at a forthcoming forum, with planning under way.
The research was conducted through the Africa Fellows in Education Program, a joint initiative of the Partnership for Economic Policy and the Global Education Analytics Institute, funded by the Yidan Prize.
