DEPARTMENT OF TEACHER DEVELOPMENT
Mr. Aleshin Olumayowa Tolulope was born on the 26th of July, 1969 in Ibadan, Oyo State. He started his schooling at the Scared Heart Private School, Ring Road, Ibadan, Oyo State. He proceeded for his primary education in Urban Day Grammar School, Ring Road, Ibadan where he completed his secondary school education in 1985. He gained admission to the University of Ibadan where he studied English Language and graduated in 1992 with a Bachelors of Arts. He also obtained a Master‟s Degree in English Language in 1998.
He also has to his credit a Post Graduate Diploma in Education (PGDE) which he obtained in year 2000 from the University of Ibadan. In the course of his duty as the Desk Officer Early Childhood Care Development and Education, he took a virtual course with the Early Childhood Development Virtual University, (ECDVU) Victoria University Canada and obtained a Professional Graduate Diploma in Early Child Care and Youth Development.
In 1992/93, Olumayowa served at the Government Girls‟ Secondary School, Kortorkoshi in the then Sokoto State but presently in Zamfara State. His main teaching career started in 1994 at the International School, University of Ibadan as an English Language teacher, where he was until 2002 when he joined the Universal Basic Education Commission as a Principal Academic Planning Officer.
Olumayowa has some publications to his honours and has also authored a book titled “Two sides of a coin”, a story book for basic education schools. He is widely travelled and happily married with children. At the Universal Basic Education Commission, he served as Desk Officer, Strengthening Mathematics and Science Education (SMASE) but later became the Desk Officer Instructional Materials and Early Childhood Care Development and Education. He was also Desk Officer Secretary JCCE/NCE Desk for the Commission.
Mr. Olumayowa T. Aleshin
Director, Department of Teacher Development
He later became the Head of Unit, Academic Planning until he was deployed in 2019 to the newly established Department of Teacher Education as the Deputy Director in the Department. He has been the Coordinator of the Partnership Desk in charge of issues relating to Korea International Cooperation Agency (KOICA) AND Japanese International Cooperation Agency (JICA) a desk he was assigned to in 2019. He is a member of Teachers Registration Council of Nigeria (TRCN) and National Association for Education of Young Children (NAEYC).
Olumayowa has some publications to his honours and has also authored a book titled “Two sides of a coin”, a story book for basic education schools. He is widely travelled and happily married with children.
INTRODUCTION
The Department of Teacher Development was created to liaise with State Universal Basic Education Boards and other relevant stakeholders in the education sector to address the challenges of basic education delivery through the enhancement of teacher quality.
STRUCTURE
The Department comprises of three units namely:
FUNCTIONS
The functions of the Department include:
- Co-coordinating the disbursement of the Teacher Professional Development Fund to SUBEBs and FCT-UBEB.
- Monitoring teacher development programmes funded from the FGN-UBE Intervention Fund which are being supported by the International Development Partners in some States.
- Supporting States to organize effective School Support Services.
- Supporting States to identify teacher training needs and advises on appropriate training programmes.
- Coordinating the intervention of International Development Partners and stakeholders in Teacher Development at Basic Education level.
- Assisting SUBEBs to build the capacity of their staff for effective implementation of the Teacher Professional Development programmes.
- Liaising with other government agencies on matters relating to teacher .
- Coordinating the implementation of the Federal Teachers‟ Scheme.
- Identifying innovation in Teacher Professional Development and instructional techniques and sharing same with SUBEBs and FCT-UBEB.
- Developing a plan for the integration of ICT (Information Communication and Technology) in teaching and learning at Basic Education level.
- Ensuring compliance with the Commission‟s guidelines on the utilization of FGN-UBE intervention Fund for Teacher Professional Development activities.
ACTIVITIES CARRIED OUT WITH DATES AND LOCATIONS
| S/N | ACTIVITY | DATE | LOCATION |
|---|---|---|---|
|
1 |
Development of Session Notes for School Based Teacher Development |
14th – 18th September |
Kaduna, Kaduna
State
|
|
2 |
Federal Teachers‟ Scheme (FTS): Recruitment Process, Roles and Responsibilities. |
2nd Sept. 2020 |
Zoom Meeting |
|
3 |
Training of National Master Trainers in Early Childhood Care and Development Education (ECCDE).
for the Implementation of the 2017/2018 Teacher Professional Development (TPD) Training.
|
21st – 25th
September 2020
|
Lafia, Nasarawa State |
|
4 |
Development, Critique, Printing and delivery of Teachers‟ Handbook on School Health and Safety |
13th – 29th July 2020 |
Abuja |
|
5 |
Training of National Master Trainers
on School Leadership and
Administration
|
9th – 13th
November 2020
|
– Gombe ,Gombe
State
– Owerri, Imo
State
– Kaduna,
Kaduna State
– Ibadan, Oyo
State
|
|
6 |
Development of Framework for
Accreditation of Private Training
Firms for UBEC Teacher
Professional Development (TPD).
|
12th – 13th October 2020 |
Abuja |
|
7 |
Assessing Standard of Private
Training Providers for UBEC Teacher Professional Development Programmes.
|
21st December
2020
|
Niger State |
|
8 |
Training of Principals and Head Teachers on Covid-19 Safety
Measures in the 36 States and FCT.
|
Ongoing |
36 States and FCT |
|
9 |
Implementing the Learn-at-Home Initiative in sustaining learning especially during school lock-down and after school reopening |
Ongoing |
36 States and FCT |
ACHIEVEMENTS
The Department is currently working closely with the SUBEBs to ensure the smooth implementation of the 2017/2018 Teacher Professional Development.
The following has been achieved by the department so far:
COVID-19
- Head teachers and JSS Principals were trained on preventive and safety measures in schools.
- Developed and produced a Handbook on School Health and Safety. This is to be distributed to basic education schools nationwide.
Federal Teachers Scheme (FTS)
A Computer Based Screening Test Exercise for the FTS recruitment was successfully conducted all over the country.
CONSTRAINTS
The constraints faced by the Department in realizing its major objectives include the following:
- slow pace of accessing and utilization of the unconditional TPD Fund by states in spite of the urgent need to enhance the capacity of the basic education personnel;
- Federal Government‟s underfunding of the Federal Teachers‟ Scheme resulted in the reduction in the number of teachers engaged in the Scheme from 40,000 in 2006 to 5,000 in 2016 and 3,700 in [1];
- Refusal of states to employ participants that have completed the FTS Scheme into their permanent service;
- delay in the release of Capital Fund which covers the FTS allowance/budget leading to accumulation of arrears of unpaid allowance to FTS participants;
- Shortage in the staff strength in the Department of Teacher Development;
- Delay in forwarding of Action Plan by SUBEBs and responding to observations;
- Non-adherence to Teacher Professional Development guidelines; and Inadequate fund for monitoring of TPD programme and FTS.
ONGOING ACTIVITIES
The following activities are on-going:
- Critique of the Draft framework for accreditation of private firms for UBEC Teacher Professional Development.
- Development of online professional course for education managers and teachers at the basic education level Development of an online portal.
- Monitoring of the 2017/2018 Teacher Professional Development Programme.
- Monitoring of COVID-19 sustaining learning at Home Programme at State level.
FUTURE ACTIVITIES
The following are activities that the Department intends to carry out:
- Conduct of training for the 2017/2018 TPD Master Trainers.
- Implementation of the 2017/2018 TPD trainings.
- Monitoring of the 2017/ 2018 TPD trainings.
- Capacity building in effective delivery of Numeracy and Literacy lessons for FTS participants.
- Capacity building for teachers in managing Education in Emergencies (E: E) for teachers in states ravaged by crisis.
