By Daniel Ighakpe
This is a rejoinder with respect to a piece published in The Guardian newspaper of Thursday, July 20, 2023, titled: “Tackling the menace of unqualified teachers in private schools.”
This is a humble appeal directed to the concerned authorities, requesting that at least some form of consideration be shown to some competent and quality teachers, who would, otherwise, be referred to as “unqualified,” going strictly by their non-possession of the N.C.E/B. Ed./PGDE or other education-related qualifications, as well as their status of registration with the Teachers Registration Council of Nigeria (T.R.C.N).
Considering the high rate of unemployment in the country
currently, will the removal of teachers from classrooms solely on the grounds
that they do not possess education-related qualifications, not cause the
already high level of unemployment in the country to rise? Would it not be more
human to allow these categories of teachers to remain in the teaching
profession, while provisions are made by their employers for retraining such
teachers?
I
support the views of Mr. Orji Kanu in the above-mentioned Guardian newspaper
publication. Mr. Orji Kanu, the President ‘Association for Formidable
Educational Development (AFED)’, said the group is in talks with TRCN to ensure
teachers in low cost private schools are qualified by getting the TRCN
certificate.
He continued: “I commend TRCN for regulating the teaching
profession, but we must not make an issue with those teaching in private
schools who are not qualified. They don’t want to steal; hence, they’re
working. That is not to say they should be left to continue teaching without a
professional certificate. When we talk about qualification, we should not
measure it by results. In Nigeria, we are too certificate conscious, and on
that note, people who have power and strength and competency are relegated to
the background as if they do not matter. There was a research in 2007, which
revealed a lot of things.
“We observed that the result of that research showed that teachers
in public schools who are qualified with documents and certificates could not
actually produce students with good learning outcomes, compared to those who
were teaching in low cost private schools, whose learning outcomes were higher.
So, in this case, we are first human before becoming teachers, so, what should
happen is for the government to look for a way to assist teachers who are yet
to be professionals but already in the system, to be certified. Teaching is a
passion. When we were in secondary school, we were teaching some of our
classmates and delivering better than some of our teachers, the only thing we
need to do in this instance is to encourage those people to develop themselves
and acquire the necessary certification.”
It should also be noted that many other factors contribute towards
the low quality and falling standard of the educational system apart from the
inadequate qualifications of some schoolteachers. These other factors include:
the poor remuneration of teachers, the absence of functional and well equipped
libraries in many public and private schools across the country, absence of
modern teaching facilities, etc. In addition, the attitude of the students
themselves, towards the success of their own education, also plays an important
role, and should not be taken for granted.
For
example, with regard to libraries, due to the absence of functional and
well-equipped school libraries in many public and private schools across the
country, students and teachers are ill-equipped with adequate educational
materials and resources that could greatly contribute towards the improvement
of the quality of teaching and learning in such schools.
In view of the above, some steps that could be considered as an
alternative to the instant removal of ‘unqualified’ or rather, incompetent
teachers from the classrooms, in my humble opinion, could include the other
option of administering competence-based tests for these supposedly
‘unqualified’ teachers, regardless of the educational qualifications they
currently possess. This can help to ascertain their level of competence as
schoolteachers, and then, for those who are found competent, trying to make a
provision/opportunity for them to remain in the teaching profession.
Another option could be that those with a B.Sc, B.A or other
non-education related qualifications should also be allowed to write the TRCN
certification examination as well! I think that it would be unfair, to say the
least, to regard someone as unqualified when you have not given the person a
chance to demonstrate his/her capabilities and competencies by allowing him/her
to also write the TRCN certification examination, regardless of his/her current
qualifications. I think others, including non-education graduates, i.e. those
with a B.Sc, B.A or other levels of qualifications should also be allowed to
register for and write the TRCN certification examination, instead of barring
them from participating in the exams, while at the same time regarding them as
being unqualified/incompetent. Yes, the doors should be left open for all to
participate in the TRCN certification examinations, please!
Yet another option could be that these teachers be provided with
adequate training and development opportunities perhaps within the schools
where they currently work, that will expose them to more advanced/improved
methods of performing their duties as schoolteachers, and help them update their
skills and competence level.
This
would be more preferable than requesting that they go back to school to obtain
an education-related qualification such as the NCE, B.Ed or PGDE, etc,
especially as they must already have spent many years in school to obtain a
B.Sc, B.Eng, or B.A, etc, before eventually securing a job as a schoolteacher.
This requirement can cause them to lose their jobs as teachers – entirely
removing them from an occupation that they have come to love and for which they
have developed a strong passion.
*Ighakpe wrote from University of Benin (UNIBEN) and can be reached via danny.ighakpe@gmail.com
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