National Reforms on Pre-Service Teacher Education Presentation
Learn about the national reforms on pre-service teacher education presented at the National Annual Education Conference in Abuja on 28 November 2019. The presentation covers specific objectives of the 6-year TDP program, the NTEP theory of change, and the achievements of pre-service reforms in colleges of education. Discover how the reforms aim to improve teacher training, support, and effectiveness to enhance the quality of teaching in basic schools.
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Presentation Transcript
National Reforms on Pre-service Teacher Education Presentation to National Annual Education Conference Abuja 28 November 2019
About TDP 6 year programme (2013-2019) Specific objectives: 1. Improve the in-service training and support of basic education teachers 2. Develop more effective teacher educators of basic education student teachers 3. Strengthen evidence-based research informing decisions on teachers' effectiveness and efficiency.
NTEP Theory of Change 1st rate candidates attracted into teaching TEIs Quality teachers admitted Quality teachers graduate effectively implement the curriculum TEIs staffed appropriately More effective new teachers Student teachers supervised effectively Trained, competent & Teacher Education Institution professional TEs More effective teacher educators More effective existing teachers Quality teachers recruited recruited Quality teachers Teachers upgrade their skills Teachers are motivated
Implementing the reforms What does that achieve? Restructured CoEs producing specialised teachers for basic schools 1 New NCCE curriculum Colleges providing better quality teaching to students 2 NCCE s QA standards Teacher educators who can model active learning pedagogy 3 CPD programme Newly qualified teachers who know how to teach 4 Teaching practice Admissions based on SUBEB needs Support to Associate Schools SUBEB-CoE-school linkages 5
Achievements of Pre-service Reforms all 12 colleges of education Secondary & Voc/Tech Graduates are implementing the new NCE curriculum have functional QA units and MIS units using technology to collect, analyse and report data have incentivised teacher educators to engage in self-study using technology for professional development1 1,041 teacher educators have functional teaching practice systems2 41,042 student teachers Supported PES and ECCDE Graduates 1 8000 70% 6000 50% 4000 30% 2 2000 10% 0 2014 2015 2016 2017 2014 2015 2016 2017 2018 -10% 3 deliver effective lectures and use student-centred pedagogy in their lessons 44% Baseline Endline 79% 4 of student teachers who are improving in their lesson delivery 48% Not supported 64% 1 Baseline/Endline Lecturer Observation Studies from 12 Colleges (TDP, 2019) 2 Teaching Practice Research Report (TDP, 2018)
How was this done? Government systems were strengthened, e.g. NCE curriculum is revised, CPDC is accredited by NCCE, incentives are in place. Capacity was built in the system both in NCCE and in the colleges to implement and sustain the reforms 1. 2. NCCE Master Trainers and experts trained college staff on: the reforms, the new curriculum and how to restructure QA processes and procedures the TP toolkit. Master trainers in colleges were trained by experts on: how to deliver the CPDC modules managing the CPDC Moodle site TP subject-based pedagogy training mentoring
Linking teacher supply and demand all 5 states Have established linkages between pre-service and in-service stakeholders to align teacher supply and demand so that college admission matches the needs of SUBEBs 5 Employed Graduate Numbers and Employment Rates, 2014-20183 94% 40,000 100% 80% 30,000 60% 44% 38% 20,000 40% 18% 10,000 20% 4% 0 0% Jigawa Kaduna Kano Katsina Zamfara Male employed Female employed Unemployed % employed 3Tracer Study of NCE Graduates from 5 States (TDP, 2019)
Recruiting Competent Teachers ensuring quality teachers in the system The Kaduna Teacher Reform Model: 1. Establish and implement policies 3. Assess all teachers, take agreed action 4. Identify and fill teacher supply gaps 5. Provide induction and training 2. Set up clear procedures Kaduna Teacher Development Needs Assessment Results - Mathematics4 Baseline Retained Teachers 53% 6% 36% 6% Baseline Sacked Teachers 43% 10% 38% 9% 39% 3% 13% 45% Endline New Teachers Endline Retained Teachers 37% 2% 24% 37% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 0-24 Limited Professional Knowledge 25-49 Emerging Professional Knowledge 50-74 Near Professional Knowledge 75-100 Sufficient Professional Knowledge 4 Kano and Kaduna TDNA Baseline and Endline Reports (TDP, 2019)
Taking this forward in Edo State 1. 2. Motivate first rate candidates to enter teaching NCCE rollout the reform activities for restructuring the colleges, implementing the new curriculum, setting up effective QA, MIS and TP systems and training teacher educators Establish linkages between pre- and in-service and align supply and demand Implement robust, competency-based recruitment and appointment systems 3. 4.
Inspiring teaching Transforming learning www.tdpnigeria.org https://www.facebook.com/tdpnigeria @tdpnigeria.org
