Teacher Training

The UNESCO 2014 Education for All Report shows that there is a deficit in the number of trained primary school teachers in Nigeria. Average Pupil/trained teacher ratio is 1:40. In some schools in northern Nigeria, there are more than 200 students per trained teacher. Nigeria has by far the largest teacher-student gap to fill than any country in the world. It has been estimated that 212,000 additional teachers are needed annually in order to realize Universal Primary Education targets.

The lack of and poor quality of teachers in Nigeria seriously hinders students' enrollment and learning. The lack of teachers is particularly acute in the Northwest and Northeast Nigeria where only 50 and 53 percent of teachers are qualified. The Southwest has close to 100 percent qualified teachers. Teachers with qualifications do not have the adequate professional knowledge and competency to teach. The professional development of teachers is also considered to be largely inadequate and teacher quality also remains pervasively low.

In response to the dearth of qualified teachers in public primary schools, Oando Foundation has designed a Teacher Training Programme that equips teachers in all adopted schools with relevant skills to become more knowledgeable, competent and able to use modern participatory methodologies in their pedagogical practices. The teacher training programmes aims:

  • To increase the knowledge base of teachers in all adopted schools
  • To improve the method of knowledge delivery for primary school pupils
  • To enhance the implementation of the existing primary school curriculum
  • To increase transition rates into Junior Secondary Schools
  • To improve mentoring capacity of female teachers in Northern schools


Furthermore, the scope for teacher training in the Northern states mainstreams gender issues to include mentoring skills for in-service female teachers to serve as role models for the girl child.

Oando Foundation approaches its continuous teacher training programme from two major perspectives; Numeracy/Literacy and mainstreamed Participatory Methodologies. This approach provides capacity development in four aspects of effective teaching: Instructing, demonstrating, applying and confirming. Through these tools, teachers in our adopted schools will receive will enhance their ability to foster differentiated learning in their classrooms, recognizing and accommodating differences in learning styles, culture and expectations.

To date, over 600 teachers have been trained across our adopted schools.