STUDENT-TEACHER

ACCESS

·       Entry Qualification into Teacher Training:   At least an ‘O’ level or equivalent

·       Upgrading  (in service) Country specific

·       Career guides & counselling

·       Provision of special support for maths, science and technology

·       Provision of Financial Support to the needy

EQUITY

·       Gender balance

·       Marginalised /Vulnerable Groups

·       Physically/Mentally Challenged

·       Gifted/Talented

NEW ROLE

• Proactive
• Adaptable and socially responsive e.g. to HIV and AIDS,  Orphans and vulnerable Children
• Counselling and Mentoring role
• Team dynamism
• Engaging in community service and research.

 TEACHER TRAINER

 PROFILE

• Minimum of Bachelor’s  degree in Education
• Minimum of Bachelor's with professional qualification
• Staff development in Research, Methodologies and ICT etc
• Compulsory participation at Workshops, Conference or seminar at least once per annum.
• Mandatory membership of professional/subject association.

RETENTION

• Competitive Salary Packages and Benefits
• Provision of professional development scheme
• Bonding on sponsorship
• Emphasizing the nobility of the profession
• Prevention of Leaking basket with incentives e.g. special allowances,

NEW ROLE

• Proactive
• Adaptable and Socially responsive e.g. to HIV and AIDS, Orphans and Vulnerable Children
• Counselling &Mentoring role
• Team dynamism
• Engaging in community service and research.

CURRICULUM

GENERAL

• The teacher education curriculum should strike a balance between the pedagogical aspects and the content aspects
• Entry qualification will determine the training duration: O level holders shall require 3 years, while 'A' level holders will need 2 years of training.
• The Teacher Education training calendar should be in line with the Primary School system.
• School based experience (teaching practice) shall comprise 4 weeks of teaching in the second year. In the third year students will require at least 12 weeks.
• Curriculum should integrate related subjects into Core Learning areas.
• There should be Pilot Studies of the Curriculum before full implementation.

SUBJECT CONTENT AND PEDAGOGY

• As presently obtained in various countries but must be periodically reviewed based on needs assessment and global trends
• New Frontiers includes
  • HIV & AIDS,
  • Environmental Studies,
  • Governance and Democratic Studies,
  • Conflict Resolution and Peace Studies,
  • Entrepreneurship Studies
  • Gender
  • Indigenous Knowledge Systems
  • ICT

DISTANCE EDUCATION

• There is need to upgrade all non diploma primary school teachers to diploma level and above through distance mode.

• National Centers of Distance Education to be established.

• Establishment of distance education centers at strategic geographical locations.

• Provision of adequate personnel and resource materials.

•  There is need for regular face to face sessions.

• Quality assurance must given top priority in all distance learning programmes.

• There is need for periodic supervision by college lecturers and Ministry of Education specialists

INSTITUTIONS ROLE

INSTITUTIONS

• Should comply to National educational policies

• Should mobilize resources

• All their academic programmes should be accredited by appropriate authorities

MATERIAL RESOURCES

• Standard classrooms, lecture Theatres, Auditoria etc
• Well equipped offices
• Laboratories and Workshops
• Educational Technology Centre
• Reliable power supply
• Libraries with current books and Journal, subscription to virtual libraries/online libraries, reading rooms, website, electronic communication and audio visual materials
• Decent accommodation and conducive living environment
• Provision of materials and resources for the physically challenged and the gifted
• Provision of Telecommunications and transportation facilities
• Provision of Qualified Personnel, Infrastructure, Equipment for ICT. Minimum requirements for Infrastructure and Equipment for 100 students are viz:
  • 2- Servers
  • 10- Computers Workstations
  • 1 -Network Hub
  • 2-Printers
  • 14-UPS (where power supply is not stable)
  • 1-Scanner
  • 1-Interactive Whiteboard
  • 1-Multimedia Projector
  • 2-TV
  • 1-VCR Player
  • 1-VCD/DVD
  • Internet Access/Digital Libraries

FUNDING

a)  Priority Areas for Funding

• Capacity Building

• Training of Teachers

• Professional development

• Development and Production of Learning, Teaching and Support Materials

• Implementation of Policy

• Infrastructural Development

• Curriculum Research and Development

• Quality Assurance

• Monitoring, Support and Evaluation

• ICT Development and Support

(b) The Sources of the Fund

• Government

• Private Sector

• Institutions

• Parents
• Development Partners: UNESCO, UNICEF, World Bank, African Development Bank etc
• Alumni

GOVERNMENTS’ ROLE

GOVERNMENTS’

(a) Policy Formulation and Enactment of Relevant Laws

• Consultations  stakeholders i.e. Teachers, Parents, Training Institutions, Industries, employees, market people, NGO’s, Students, etc

(b) Dissemination of Policy

• Through Workshops, Conferences, ICT, Circulars, Seminars, Circulation of Document to stakeholders.

(c) Implementation Strategies Short, Medium and Long term

• Identification of implementers
• Orientation of policy implementers
• Implementation of policy
• Monitoring and Evaluation
• Policy review/Change as a result of Evaluation

UNESCO

UNESCO’ ROLE

• Capacity Building-Workshops, Seminars, etc

• Material Development for Teaching and Learning

• Mobilising Resources

• Intra and Intergovernmental Collaboration

• Institutional Linkages e.g. Collaboration with  NUC

• In service Training

• ICT (Training, Equipment/Kits, Developing Websites, Facilitating Networks etc

• Providing Technical Assistant

• Advising Government on issues affecting teacher education and training

• Liaise with other development partners in soliciting funds for development activities