Volume 13, Issue 1, 2024

Education in Emergency and the Need for Teachers’ Development in Northern Nigeria

Oluwasegun Dare OGUNSAKIN & Olamide Deborah OGUNSAKIN

Abstract

This study examined education in emergency and the need for teacher development in northern Nigeria. The learning situation in northern Nigeria has faced many challenges. This ranges from school attacks, kidnapping, terrorist invasions of communities, lack of funding, and other prevailing conditions from school closure. This situation has created many gaps or vacuums for children and young adults from primary to tertiary institutions in the country. With the need to understand the peculiarities and other issues that must be put in place to ensure that learning institutions remain a high priority for the government of Nigeria, there is a vital need for teacher development. Using the desk research approach, data will be derived from secondary data and majorly sourced from articles, journals, government publications, and internet sources. The various pieces of information have undergone empirical and systemic reviews of literature. Many children are continuously affected by multiple degrees of crisis and conflict, and the school system is overburdened with challenges. Teachers and other educators are faced with the challenges of being equipped with the necessary skills, which poses a danger in revamping the various schools affected by the country's crisis. This study recommends that the federal government, nongovernmental organisations, and the United Nations commit to education in emergency funding and teacher development to achieve sustainable development goals and build a better future for every child in Nigeria.

Keywords

Education in emergency, Teacher’s development, Sustainable development, Nigeria

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