FG Trains 45 Master Trainers on Safe, Inclusive Digital Learning By Beauty Akporido Aroh
The Federal Government has commenced a national training programme for teacher educators aimed at strengthening safe learning environments, gender-responsive teaching and digital skills across teacher training institutions in Nigeria.
The Minister of State for Education, Professor Suwaiba Ahmad, disclosed this on Monday in Abuja at the National Trainers’ Workshop on Safe Learning Environment, Gender-Responsive Technology and ICT Skills for Educators in Teacher Training Institutions in Nigeria.
The workshop brings together 45 master trainers from 15 teacher training colleges, who are expected to cascade the training to about 500 teacher educators across the country.
Ahmad said the initiative was designed to ensure that efforts to expand access to education are matched by improvements in learning outcomes, inclusion and the safety and wellbeing of children in schools.
She warned that children could gradually disengage from education even when they remain formally enrolled, particularly when they are exposed to bullying, exclusion, discrimination or other forms of insecurity in the classroom.
The minister cited UNICEF figures indicating that, in 2024, 74 per cent of children aged seven to 14 lacked basic reading and mathematics skills, stressing the urgent need for stronger interventions that address not only access to education but also the quality of learning.
According to her, the workshop aligns with the Federal Government’s Education Sector Renewal Initiative, which seeks to improve access, teaching quality, school safety and the effective use of technology in education.
Ahmad also highlighted the National Policy on Anti-Bullying in Nigerian Schools and its Implementation Guidelines, noting that the effectiveness of the policy would ultimately depend on how well teachers and school authorities translate its provisions into everyday classroom practice.
She said teachers must be equipped not only to identify bullying and other forms of abuse, but also to create inclusive classrooms where learners feel safe to participate, express themselves and seek help when necessary.
The minister said the training would focus on gender-responsive pedagogy, safe learning environments, prevention and response to school-related gender-based violence, as well as digital teaching and information and communication technology skills.
She explained that the 45 master trainers would return to their respective institutions to train other teacher educators, thereby expanding the reach and impact of the programme.
Ahmad expressed appreciation to the Government of Japan, working through UNESCO, for supporting the 15 participating colleges of education, including the provision of equipment to strengthen teacher training and digital learning.
She urged the beneficiaries to make practical use of the equipment and ensure that technology translates into improved teaching and learning outcomes.
The minister encouraged teacher educators to deploy projectors, smartboards and tablets to develop inclusive lessons, adapt teaching materials and explore innovative ways of delivering learning resources, particularly in communities with limited internet connectivity.
She stressed that the real value of the equipment would be measured not by the technology itself, but by the quality of teaching and learning it enables.
Ahmad challenged the master trainers to ensure that the knowledge and skills acquired at the workshop become embedded in their institutions rather than remaining a one-off training exercise.
She said teacher educators must demonstrate, in practical classroom situations, how gender-responsive teaching, anti-bullying measures, digital tools and safe-learning practices could be integrated into teacher preparation.
The minister also called on participants to listen to student teachers and pay close attention to the experiences of the children those teachers would eventually teach.
The workshop is supported by UNESCO, the Government of Japan and the African Union International Centre for the Education of Girls and Women in Africa, with participation from relevant Nigerian education institutions.
Ahmad said strengthening teacher preparation remained critical to ensuring that every child, particularly girls and other vulnerable learners, feels safe, included and supported to remain in school and learn effectively.
She urged the master trainers to return to their institutions with a commitment to prepare teachers capable of recognising when a child is struggling, responding appropriately to abuse or bullying, and creating classrooms where every learner has an opportunity to participate and succeed.
