Nigeria In Final Stages Of Reviewing National Teacher Education Policy (NTEP)

The Nigerian government has begun the final phase of the reviewed National Teacher Education Policy (NTEP), reaffirming its commitment to repositioning education as a cornerstone of national development.

Speaking at the National Stakeholders’ Workshop organized by the Federal Ministry of Education and the United Nations Educational, Scientific, and Cultural Organization (UNESCO) for the validation of the reviewed National Teacher Education Policy (NTEP), Minister of State for Education, Dr. Suwaiba Said Ahmad, said: “This workshop marks an important milestone in the journey towards the realization of our collective vision for a robust, inclusive, and quality education. The Ministerial Committee, in collaboration with the United Nations Educational, Scientific, and Cultural Organisation (UNESCO) under a European Union-sponsored project, has worked tirelessly to review and refine the National Teacher Education Policy to ensure that it effectively responds to our country’s changing educational needs.”

She stated, “It is critical to recognize that the validation of this reviewed policy is not only a technical endeavour but also a key deliverable in the current administration’s Renewed Hope Agenda of President Bola Ahmed Tinubu, GCFR, which is a commitment to reposition Education as a cornerstone of national development.”

“It also reflects one of the Ministry’s six (6) priority areas, Education Quality Assurance, which is concerned with Teacher Production, Development, and Professionalism. It is hoped that this will help the country transition from a resource-based to a knowledge-based economy. This administration recognises that the quality of education in any country is inextricably linked to the calibre of its teachers. Thus, the Ministry of Education prioritizes providing Nigerian teachers with the necessary tools, knowledge, and support.

On the need for the review, the Minister stated: “Nigeria’s Teacher Education sub-sector is critical to shaping the country’s future, necessitating a comprehensive policy framework. Recognizing this need, the Ministry created the National Teacher Education Policy (NTEP) in 2014, working with key stakeholders. This policy was developed to improve the quality of teacher education and has been in effect since its inception. However, the Ministry’s 2022 monitoring revealed implementation gaps, necessitating a review to ensure the Policy remains effective in meeting the changing needs of Nigerian teachers.

The Minister went on to say: “As you begin the validation process, I urge you to be guided by a shared sense of purpose: to ensure that Nigerian teachers are not only well-prepared for classroom challenges, but also empowered to inspire the next generation of leaders, innovators, and citizens.” The National Teacher Education Policy serves as a road map for achieving this goal, and your contributions, feedback, and insights today will be critical in developing a policy that is both ambitious and achievable.

“I appreciate your dedication to this noble cause, and I look forward to the fruitful discussions and outcomes that will result from this workshop. I declare the workshop open.”

Abdourahamane Diallo, UNESCO’s Head of Office in Nigeria, stated that his organisation will continue to contribute to the development of Nigeria’s education sector.

Diallo stated that the Ministerial Technical Committee collaborated closely with UNESCO to review the NTEP using the UNESCO teacher policy development guidelines to ensure that we produced a document that met the needs of the teaching profession and Nigerian teachers, as well as international standards.

He stated: “The draft reviewed policy to be validated in this two-day workshop, therefore, largely reflects teachers’ yearnings for an attractive and highly esteemed profession. The policy aims to help achieve the teacher target SDG 4c: “By 2030, significantly increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, particularly least developed countries and small island developing states.”

He went on to say that the revised policy will result in teachers and educators who are “empowered, adequately recruited, well-trained, professionally qualified, motivated and supported within well-resourced, efficient, and effectively governed systems.”