Executive Secretary, Universal Basic Education Commission, UBEC, Hamid Bobboyi, has decried the poor number of teachers who have undergone training programmes in recent years and challenged state governments to live up to expectations in teachers’ capacity-building schemes.
Bobboyi raised the concerns at the National Conference on Teacher Professional Development on Monday in Abuja, where he revealed that the Federal Government has disbursed over N57 trillion (N57,165,751,416.12) to states for teachers’ professional development in the last 13 years.
He said the conference, with the theme, ‘Transforming Teacher Professional Development in Nigeria for Improved Learning Outcomes in Basic Education’, is a testament to the Federal Government’s commitment to shoring up the level of knowledge in the sub-sector.
“The UBEC 2022 NPA reveals that 67.5% of teachers in public schools and 85.3% in private schools have not attended any in-service training in 5 years (2018-2022). This prevailing situation has implications for quality education delivery.
“The Federal Government, through UBEC, has contributed a total of N57,165,751,416.12 as assistance to the states for teacher professional development between 2009 and 2022.
“This is grossly inadequate to cover the training needs of the teachers. The states that are being assisted have come to depend largely on the Federal Government fund for their TPD, with little or no contribution. This is a major challenge in assuring quality learning outcomes at basic education level, ” Bobboyi said.
Speaking further, the UBEC Executive Secretary lamented the poor learner/pupil ratio in Nigerian schools, saying such negative development has resulted in poor learning outcomes.
“The following data were returned from the UBEC 2022 National Personnel Audit of basic education institutions in the country. There were 177,027 basic education institutions with a total enrolment of 47,010,008, made up of 7,234,695 in ECCDE, 31,771,916 in primary schools and 8,003,397 in junior secondary schools. For teacher supply, there were 354,651 teachers/care givers in the ECCDE centres, 915,593 in primary schools and 416,291 in junior secondary schools.
“The learner/pupil ratio varies from State to State, but none is within the recommended ratio. There are States where the learner/pupil ratio is as high as 1:100 pupils. Nigeria is yet to attain 100% qualified teachers in primary schools. It is sad to find that some of the people teaching in schools are holders of the First School Leaving Certificate, Basic Education Certificate, Senior Secondary School Certificate, Associate Certificate in Education, Diploma Certificates.
“It is more about the quality of learning (knowledge, skills, attitudes and values) acquired and the ability of learners to apply this as they journey through life. Since it is the teacher who facilitates learning, it goes without saying that for him to perform this task effectively, he needs to attain a certain level of competency at the end of his pre-service training and build on this continuously throughout his teaching career. This brings to the fore the significance of Teacher Professional Development, ” Bobboyi posited.
He challenged the conference participants and resource persons to come up with new ways to boost learning in basic schools across the country.
“It is time for us to review our practice and approaches and ensure that the main objective for the introduction and implementation of TPD which is improved teacher and learner performance is achieved for the benefit of the learners and the nation at large,” Bobboyi added.
