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The upcoming workshop will attract over 1,200 teachers according to the list of schools and number of teachers provided by the Nasarawa State Ministry of Education to Teachers Without Borders Regional office in Abuja.

According to  TWB’s Africa Regional Coordinator, Dr. Raphael Ogar Oko, “the teaching mastery workshop program in Nasarawa State was initially designed to educate experienced teachers who will mentor beginning teachers and NYSC members deployed to serve in schools without the basic teaching qualification. After implementing the program in two areas, Karu and Uke, it was discovered that the teachers in schools needed the professional development workshops also in addition to the NYSC members that are being deployed to schools. Based on requests from teachers, school heads and proprietors of schools as well as the local education authority, TWB has decided to make the program open to all teachers in Nasarawa State as a demonstration of our commitment to teacher development and appreciation of the cordial relationship with the Nasarawa State Ministry of Education”.

The Teachers Without Borders Certificate of Teaching Mastery (CTM), which is recognized by the Teachers Registration Council of Nigeria as a teacher professional development course is a free, self-paced, peer- and mentor-supported teacher professional development program.

The National Commission for Colleges of Education (NCCE) is to restructure the curriculums and programmes offered by the Colleges of Education in the country in a bid to produce quality teachers in Nigeria who are knowledgeable, skilled and professional in their attitudes.

Dr Agada explained that for Colleges of education to realise their full potentials towards the production of the kind of teachers Nigeria needs in the 21st century, there is need to review and reposition Colleges of Education and all NCE awarding institutions for effective performance that meets international standards.

the restructuring was necessitated by public outcry about the inability of NCE graduates to effectively deliver instruction at the primary school.

Primary teachers in the Federal Capital Territory (FCT) province of Nigeria are on strike The teachers are owed 32 months arrears in allowances and the state government has yet to award the revised salary scheme to primary teachers – even though all other departments of the civil service have received it.

She  said this at the Award of Millennium Development Ambassador (MDA) organised by Teachers Without Borders (TWB),  an international Non-governmental Organisation (NGO) dedicated to advancing human welfare through teacher professional development and community education hosted in Abuja where she was given an award in recognition of her efforts in the foundation.

She stressed that teachers constitute the cornerstone in building a world without borders and other forms of barriers that retard growth, development interactions and integration of thr world.

She however lamented that the society has a lot to do to place teachers on a better pedestal, particularly in developing countries . Africa Regional Coordinator, Raphael Ogar Oko , said TWB works to support the United Nations Millennium Development Goals (MDG) through the Millennium Development Ambassadors (MDA)and Millennium Development Volunteers (MDV) program.

The Bauchi State government is to reintroduce teacher training colleges in the state with the aim of reviving the standard of education.

THE Federal Government has said that the old Senior Secondary Education curriculum will be phased out in September, 2011 to give way for the implementation of the New Senior Secondary Education curriculum developed by the Nigerian Educational Research and Development Council (NERDC).

"When wars break out, international attention and media reporting invariably focus on the most immediate images of human suffering. Yet behind these images is a hidden crisis. Across many of the world's poorest countries, armed conflict is destroying not just school infrastructure, but the hopes and ambitions of generations of children."

According to the report's data, 21 developing countries spend more on arms than on primary schools. Meanwhile, only 2% of humanitarian aid goes towards education (with the vast majority of aid requests for education in conflict-affected states left unfulfilled).

The consequences are stark. In poor countries affected by conflict: 28 million children of primary school age are out of school (42% of the world's total) a child is twice as likely to die before their fifth birthday (compared with a child born in a poor but stable country) about 30% of the young people aged 15-24 are illiterate (compared with 7% in other poor countries)

One result is that they deliberately decided to complement the delivery of the devices with extensive engagement with local stakeholder groups, did a lot of capacity building with teachers and trainers, and tried to help align what they were doing with what was happening in the formal education system.

hat said, there are very real concerns in some quarters that e-book initiatives from the 'West', however well-intentioned, are potentially an important tool contributing to a subtle form of, for lack of a better term, cultural imperialism. Worldreader is apparently working on a platform for African authors and publishers to be able to distribute their works electronically, so that it will be easier for students to read books from local authors, consistent with the learning goals of local school systems.  While not downplaying the difficulties of getting large educational publishers to make their content available digitally for use by students in Africa, this desire to help promote digital marketplaces for African reading materials is perhaps the most ambitious aspect to the Worldreader initiative.

When they went back and asked, "what if content was digitized and made available at $1/book?", many people suddenly got very interested.