Sub Component C


This sub-component will provide funds to support the costs of training and materials in state-led initiatives[1] such as:

  • The development of skills of primary schools teachers
  • mentor teachers and head teachers in core areas of reading, literacy, and mathematics
  • support to head teachers to improve their skills and abilities on leadership and school management
  • on-going professional development and coaching/mentoring support from dedicated school support officers at local government level as well as roles being played by head teachers and peers through lesson observation and opportunities to reflect at school and Project level[2]

The sub-component will also provide funds to enable an expansion and institutionalization of continuing professional development such as:

  • improving teachers’ professional knowledge, classroom instruction and assessment skills to help children learn better
  • the development or revision of materials (drawing on existing initiatives) and the necessary meetings and workshops at the LGA level
  • the revision and provision of materials (including printing) to support teachers such as teacher guides, lesson plans, and instructional materials
  • the costs associated with holding meetings at school and LGA level including transport and allowance costs for trainers and coaches from local government level and overall Master Trainers from state level
  • an expansion of the cadre of Master Trainers and teacher facilitators to enable more teachers and schools to benefit more from the program, by enabling more support/coaching observations and visits to teachers in their classrooms
  • teacher selection based on a number of criteria: to have the responsibility for teaching the relevant grade in Hausa, English literacy or numeracy and the capacity to learn and develop
  • benefit teaching and learning improvements in the later years of primary where possible, although priority will be given to early primary teachers
  • teacher development initiatives, including materials, which are seen to have potential in one state, to be replicated in other NIPEP states
  • development of skills for pupils assessment in professional training

Table 4.4: Proposed Number of Teachers to be Trained

Years State  
2015 3000  
2016 3600  
2017 1213  
2018 1038  
Total 8851  

Key results will include:

  • increased percentage of teachers who have access to professional training (English/Arabic Medium) and developmental programs
  • increased percentage of head teachers who have access to professional (English/Arabic Medium) training and developmental programs on leadership and school management
  • improved reading, literacy, and numeracy skills in Pupils through assessment results
  • increased number of children who are able to learn to read in Hausa at early grades
  • increased number/percentage of teachers who can effectively use Hausa Language for improved instruction in primary school
  • increased number of teachers and head teachers who meet prescribed professional competency criteria

[1] These are state-led initiatives that already have IDP technical support and government backing, including federal intervention (UBEC Teacher Professional Development) and state funds