In a major boost to teacher professionalisation and education recovery efforts in conflict-affected communities, no fewer than 429 teachers across three Local Government Areas (LGAs) of Borno State have successfully completed an intensive preparatory training for the Teachers Registration Council of Nigeria (TRCN) Certification Examination.
The four-day training, sponsored by the European Union Civil Protection and Humanitarian Aid Operations (ECHO), was organised by Plan International Nigeria, Borno State Field Office, in collaboration with Unique Care and Support Foundation (CASFOD), Maiduguri.
The programme was held simultaneously in Damboa, Kala Balge and Mobbar LGAs, targeting NCE and graduate teachers drawn largely from hard-to-reach and conflict-impacted communities where access to professional development opportunities has remained limited.
The programme is in line with the initiative of the Registrar and Chief Executive of TRCN, Dr Aderonke Soyombo, who, since assuming office, has been working to ensure that more teachers are certified to teach in classrooms across the country.
For Borno, one of the regions most affected by insecurity, displacement and infrastructural deficits, the challenge of meeting this requirement has been particularly pronounced.
The EU-funded training therefore, sought to bridge this gap by equipping teachers with the knowledge, digital competence and confidence required to pass the TRCN certification examination.
The training, held in three centres, had a total of 429 participants. In Damboa, at Central Primary School and the NITDA Computer Training Centre, 104 teachers participated in the training, while 92 and 33 teachers were trained at Government Day Junior Secondary School, Rann in Kala Balge, and at the Computer Training Centre, Damasak in Mobbar, respectively.
Facilitated by university lecturers, TRCN officials and Local Government Education Authority (LGEA) education secretaries, the workshop combined theory with extensive practical sessions. Participants received orientation on the TRCN Act and professional standards while also revisiting key areas of education theory, pedagogy, curriculum planning, classroom management, assessment techniques and professional ethics.
A major highlight of the training was its strong focus on ICT literacy and Computer-Based Testing (CBT). Teachers engaged in hands-on CBT simulations, mock examinations and timed practice sessions using computers and mobile devices, an experience that marked the first-ever exposure to digital assessments for many participants.
Beyond academic performance, the programme delivered important psychosocial benefits. Exposure to realistic CBT environments helped to significantly reduce exam-related anxiety among participants, many of whom had previously expressed concerns about digital examinations.
The participants described the workshop as a timely refresher on core professional knowledge last studied during their N.C.E. or degree programmes, with many expressing renewed motivation and commitment to their careers.
The initiative has strengthened teachers’ understanding of ethics, pedagogy, assessment and education law key pillars of effective teaching while also addressing long-standing gaps in digital literacy among rural educators.
While commending the success of the intervention, stakeholders have called for sustained support to consolidate the gains recorded.
Key recommendations emerging from the programme include the organisation of periodic refresher courses, improved access to digital infrastructure in rural LGAs, post-training mentoring and coaching, and the expansion of similar TRCN preparatory programmes to other underserved areas of the state.
As Borno State continues its journey of recovery and rebuilding, initiatives such as this EU-funded training underscore the critical role of well-trained, professionally certified teachers in restoring quality education and securing better outcomes for learners across affected communities.
Share this post
Be the first to comment on this post