Gazali Haruna
By Abubakar Tukur
The National Policy on Education (2004) outlines the primary objective of teacher education in Nigeria: to produce highly motivated, conscientious, and efficient classroom teachers for all levels of the education system. Achieving this goal requires regular training, teacher retention strategies, and improved welfare for educators. Teachers play a critical role in shaping future generations and the nation, making teacher training essential for societal growth and development.
Teacher Responsive Education Training refers to equipping teachers with the skills to identify and address barriers, such as gender inequalities in learning, while adopting effective teaching methods. A well-trained teacher applies theoretical knowledge to practical, real-world situations, enabling students to develop skills that are relevant and meaningful to their lives.
However, in Kaduna State, poor teacher training has significantly contributed to the low quality of education in public schools. In June 2022, the state dismissed 2,357 teachers who failed competency tests, creating a deficit of over 13,000 teachers in public primary schools alone. This has resulted in an alarming teacher-to-pupil ratio of 1:80.
Kaduna State is home to the most crowded primary school in Nigeria, LGEA Lokoja Road in Rigasa, Igabi Local Government Area, with over 20,000 pupils. Despite government efforts to expand classrooms, the school still lacks sufficient teachers, worsening the student-teacher ratio.
According to Hajara Ibrahim, a former classroom teacher in Kaduna, “In my 16 years of service, I received only two capacity-building training sessions, and these were often awarded based on favoritism.” She further highlighted poor supervision, low salaries, and inadequate training as factors contributing to the declining quality of education, particularly in public primary schools.
Education expert Hadiza Umar, who leads the Hope for Community and Children initiative in Kaduna, noted that teachers in rural areas face severe challenges, such as the lack of social amenities, teachers’ quarters, and low salaries. These issues drive many rural teachers to urban areas, exacerbating teacher shortages in rural schools.
When contacted, the Chairman of the Kaduna State Universal Basic Education Board (KADSUBEB) was unavailable. However, the Director of Planning at the Kaduna State Ministry of Education, Salisu Baba Lawal, shared some ongoing initiatives. He stated that the government is implementing teacher-responsive education training and plans to provide additional allowances, construct teachers’ quarters, and improve social amenities in rural areas. He also revealed that the state allocated ₦206.6 billion (26.14% of the total budget) to education in the 2025 budget. The ministry is also seeking partnerships to secure funding and skills for teacher capacity-building and improved welfare
The current teacher-to-pupil ratio in Kaduna State falls short of UNICEF’s recommended standards. While the government has prioritized increasing school enrollment, it has not adequately addressed the shortage of qualified teachers. This imbalance risks further straining the education system.
To improve the quality of education, the state should prioritize:
- Continuous training for existing teachers rather than hiring unqualified staff.
- Regular supervision to ensure accountability.
- Increased allowances and better welfare packages for rural teachers.
- Capacity-building programs, including workshops, seminars, and conferences.
By addressing these issues, Kaduna State can improve the quality of education in its public schools and create a more sustainable foundation for the future.
