The Registrar of the Teachers’ Registration Council of Nigeria (TRCN), Professor Josiah Ajiboye says the TRCN now targets the training of 45,000 teachers across 24 states under the Global Partnership Education.
He added that this also includes digital literacy training as well as remote learning strategies for teachers
According to him, the Council designed the training to bridge the gap created by the outbreak of the COVID-19 pandemic that affected the Nigerian education system
“It also believes it would build resilience in learners against future shock.”
Meanwhile, the United Nations Children’s Fund UNICEF Education Expert, Manar Ahmed said that “70 percent new dimension of crisis in the basic education sector in which children below 10 years in school are not adequately learning, requires a change in the approach of training and retraining of teachers at the basic level.”
She disclosed that regional disparities at the basic education level revealed that 33 percent of unqualified teachers are in the North-East of Nigeria, while 39 percent of them are in the North-West.
Mrs Manar also said training of teachers must go beyond theories to on the job training which creates an opportunity for the teachers to get feedback and action plan on how to improve their teaching skills.
She emphasized that different teaching development professional modalities would always result in better learning outcomes.
“This idea on teacher professional development is more crucial than teacher training, it involves creating enabling environment, supportive tools, a community of practice that will support the teachers, peer support and supervising assessment of teachers’ performance.
“You do not only just train the teachers but ensuring that the teachers on return to their schools after theoretic training have enabling environment beginning with Head teachers , school support services to provide quality coaching and mentoring as well as supportive supervision
“Circle support is most important whereby the teachers feel they are supported by the Head teacher who should provide supervisory feedback as well as school support services, as the teachers help the children to learn this will have a positive impact on learning outcomes at the basic level.”
The UNICEF Expert, therefore, advocated for deliberate investment in Structural Teacher Continuous Professional development programmes adding that “Community engagement is also key to learning outcomes.
Sharing the UNICEF experiences on Reading and Numeracy Activity.”
Manar explained that the digital and blending approach has worked for the agency in mitigating the negative impacts of COVID 19 on the education sector.
“This involves the use of intranet, internet connectivity to the classroom, digital does not only mean internet connection to all classrooms but also the engagement of Radio, T.V, edutainment and edu-programmings including the use of digital materials that can work online/offline,” she added.