Qualified Teachers: Training Teachers

#SDGAction40306

Description

Train 2 Gain Nigeria was established in 2009 and appointed by the Lagos State Government as consultant on Early Childhood Education for the period 2009 - 2012. During that period, Train 2 Gain Nigeria trained 1784 teachers in a one week period on literacy skills and phonics. In support to the successful implementation of the Sustainable Development Goals, Train 2 Gain has committed, with the support of private sector funding, to train 30,000 teachers,2,000 per year, by 2030, in basic literacy skills, including phonics, for 8 -year old children and younger.

Expected Impact

We will work with State Governments. We have successfully trained 500 teachers in one day session and we will use this model. The training is interactive and involves a short 20 minute test at the end of each day session.

Capacity

N/a

Governed

The Nigerian National Early Childhood Education Curriculum 2007 will be used as guide in training.

Evaluation

No recent evaluations have taken place save for the successful training of 1.784 teachers in early childhood education.

Partners

Foundation for CSR & Children's Rights; Train 2 Gain Nigeria

SDGS & Targets

Goal 4

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

4.1

By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes

4.1.1

Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex

4.1.2

Completion rate (primary education, lower secondary education, upper secondary education)

4.2

By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education

4.2.1

Proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex

4.2.2

Participation rate in organized learning (one year before the official primary entry age), by sex

4.3

By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university

4.3.1

Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex

4.4

By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship

4.4.1

Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill

4.5

By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations

4.5.1

Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated

4.6

By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy

4.6.1

Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex

4.7

By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development

4.7.1

Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education and (d) student assessment

4.a

Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all

4.a.1

Proportion of schools offering basic services, by type of service

4.b

By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries

4.b.1

Volume of official development assistance flows for scholarships by sector and type of study

4.c

By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States

4.c.1

Proportion of teachers with the minimum required qualifications, by education level

SDG 14 targets covered

Name	Description

Deliverables & Timeline

01 December, 2016

Training of 2000 teachers in basic phonics skills and early reading skills

Resources mobilized

Staff / Technical expertise

We have trained and skilled staff including qualified teachers trained in Uk and US universities at Masters degree levels and trained and qualified Montessori Teachers.

Partnership Progress

No progress reports have been submitted. Please sign in and click here to submit one.

False

Feedback

This initiative does not yet fulfil the SMART criteria.

Timeline

01 January 2016 (start date)

31 December 2030 (date of completion)

Entity

Train 2 Gain Nigeria

SDGs

Geographical coverage

Nigeria

More information

http://train2gain-ng.com/

Countries