NIEPA flags poor teacher development as root cause of Northern Nigeria’s education crisis

The Director General of the National Institute for Educational Planning and Administration (NIEPA), David Shofoyeke, has pinpointed a critical issue plaguing the educational landscape of Northern Nigeria: the glaring inadequacies in teachers’ professional development.

Speaking at the inauguration of a transformative training workshop in Kano, Shofoyeke emphasised the pivotal role of robust professional development programs for educators in combating the pervasive crisis of substandard education quality.

Shofoyeke, represented by Dr. Grace Tolulope, hammered on the urgent need for comprehensive training initiatives during the 7-day workshop attended by 60 head teachers, education officers, and principals from the region.

The workshop, themed on effective school management in the 21st century, seeks to address systemic deficiencies hindering educational progress in the North West.

Citing sobering statistics from the Nigeria Measuring of Learning Achievement (2017) report, Shofoyeke lamented the alarming reality: a staggering 70% of Nigerian children struggle to comprehend basic reading and mathematical concepts. Shockingly, only 49% and 55% of students achieve basic proficiency in literacy and numeracy, respectively, highlighting the grim educational landscape that demands urgent intervention.

He attributed the disturbingly high rates of school dropout, low transition, and incomplete education cycles to the persistent scourge of inadequate professional development among educators. Factors such as insufficient coaching and mentoring opportunities, deficient human and capital resources, and a dearth of awareness in adapting to evolving cultural, climatic, and safety dynamics exacerbate the crisis.

Urging for a holistic approach to address these challenges, Shofoyeke advocated for the cultivation of a nurturing school environment as a cornerstone solution. He emphasized the pivotal role of effective leadership in orchestrating a paradigm shift towards quality education, fostering an inclusive ecosystem conducive to unhindered access, retention, and meaningful learning outcomes.

The ramifications of failing to address these systemic deficiencies extend far beyond the realm of education, impacting the very fabric of societal progress. Shofoyeke stressed the imperative of imbuing students with essential life skills, including entrepreneurship, to equip them for the challenges of the future.