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20261012 200000 UTC
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[00:00:00] administration council of Nigeria to explore how the
[00:00:03] council
[00:00:05] in safegards standards in the teaching profession
[00:00:07] of and what this means for the future of education in our
[00:00:13] of country? thank you for being our
[00:00:17] guest this week, thank you and thank you for welcoming us to your
[00:00:20] office. now I would like you to start by helping
[00:00:24] us understand the mandate of your agency. um,
[00:00:28] I want to say a big. thank you for actually um inviting teachers
[00:00:32] registration council for this interview today
[00:00:35] um you
[00:00:36] are in your very comfort zone because teachers registration
[00:00:40] council of Nigeria um we're in charge of
[00:00:43] registration of all teachers were in charge of
[00:00:47] controlling um teaching profession in Nigeria and
[00:00:51] that is
[00:00:51] a from early years to tashary level oh okay so
[00:00:55] we cover quite a lot and I must say um we came under
[00:00:59] the of 2004, so
[00:01:03] it is an established agency
[00:01:05] of under the
[00:01:05] of federal ministry of education. so how long, how long has it been
[00:01:09] operational? um,
[00:01:10] in it's been in operation since 2004, so it's quite
[00:01:14] old. well, if you want to consider
[00:01:17] 2004 to 2026, that's about
[00:01:20] 22 years now. okay, so if you were to outline for us its
[00:01:24] mandate, what are the things it's set out to do? okay,
[00:01:28] so to just regulate. regulatory agency is
[00:01:32] set out to make sure we professionalize teachers,
[00:01:36] that is the core mandate and standardization
[00:01:39] of what should be in classrooms,
[00:01:42] because what standard do you expect teachers to have um
[00:01:46] from early years to tashary as I
[00:01:49] of initially
[00:01:51] of said
[00:01:51] and with all that what we do at the moment is you will
[00:01:55] see that we're very very much into um
[00:01:58] professionalization. first and we actually, mean i joined
[00:02:02] the agency about 500 days ago, and must say the
[00:02:06] agency particularly under the renewed dop agenda has
[00:02:10] come a long way in the last 500 days, because what we do
[00:02:13] is now we're trying to
[00:02:16] of eradicate
[00:02:16] of the fact that we have unqualified teachers in classrooms and that's
[00:02:20] something that we're working on
[00:02:22] a that unqualified teachers in classrooms should not be there by
[00:02:25] 2027 december so there is um so we've
[00:02:29] a actually putting quite a lot of strategies in order to be able to
[00:02:33] achieve this,
[00:02:34] a but the question you will ask me is runke, but what about those teachers that are not
[00:02:38] education specialist, what do you do with them, are you going to get rid
[00:02:42] of them, who is going to be teaching our children, because particularly in some
[00:02:45] regions of Nigeria, if I take the southwestern region for example,
[00:02:49] 80% of teachers teaching there are not qualified
[00:02:53] teachers, particularly
[00:02:54] in a top
[00:02:55] in a private schools, but at the same time under the renewed up agenda
[00:02:59] you see the president would always give access to
[00:03:03] good education, so what he has actually made us to do under the
[00:03:06] ministerial um guideline is that um you will see
[00:03:10] that there's accelerated teacher professionalization
[00:03:13] of pathway, that is an initiative that has come from education, from the federal
[00:03:17] ministry of education, because with this particular agency
[00:03:21] we work collaboratively with quite a lot of other agencies, so what
[00:03:25] we're doing at the moment for that ATPP is um we're
[00:03:29] working collab. actively with the um nigerian teachers institute
[00:03:33] in caduna and with that what we're saying is all teachers that
[00:03:37] are not professionals must actually come and get
[00:03:40] trained so there is six months uh program on this
[00:03:44] with
[00:03:44] of this particular six months program is going to help lot of children um
[00:03:48] because you can be the best graduates sir you can be a first class
[00:03:52] graduate it doesn't make you to be the
[00:03:54] of best teacher don't forget that every child
[00:03:58] um there are three different families and classroom, you've got the children
[00:04:01] who are working above the cognitive ability level, who are gifted, they
[00:04:05] might be talented as well, so they can be gifted and talented, you've got the middle
[00:04:09] ability, you've got the less able children, how do we actually use
[00:04:13] pedagogy to bring
[00:04:15] of learning to every child, because every child under the renewed hope
[00:04:18] agenda, whether public school, whether private schools, everybody is very
[00:04:22] important to Mr. President, so what we're
[00:04:27] of of in saying is let's bring the ATP now, because within the six months they will do a lot but mean we've done
[00:04:31] the content and the curriculum for this so that it can there are so many
[00:04:35] things happening at at the moment in education and that's why
[00:04:38] of nobody can just come into education and say oh mean and
[00:04:42] i want to really say
[00:04:43] of thank you to our school leaders because everybody mean what we did in the
[00:04:47] last 500 days under what TRCN is supposed to be
[00:04:51] doing
[00:04:52] of is we reviewed our council because who sits on the
[00:04:55] council who sits on the board of TROCN it has to be the
[00:04:59] state.
[00:05:00] a callers that are seriously in need of this particular support,
[00:05:04] of so within the council we have
[00:05:06] of corrupted um leaders of private schools, leaders of
[00:05:09] different, mean public school.
[00:05:12] leaders so for every region there's a commissioner that is
[00:05:16] representing the region and so about 30 of us most the
[00:05:20] things that we're doing we're doing it together so that's
[00:05:24] an ATPP but the number one thing is for us to
[00:05:26] professionalize teachers we need every teacher to be regulated and
[00:05:30] for them to be regulated that means every teacher must have the
[00:05:34] correct requirement that is you must be an educationist
[00:05:38] you must have NCE or maybe BH or you must have a PG
[00:05:42] de or PDE and um with that is making a lot of teachers
[00:05:46] to actually come in now because now it cannot be business as usual
[00:05:50] again um I'm sure if you go to the hospital you won't allow
[00:05:54] doctor that hasn't got license to to to actually deal with
[00:05:57] you because you be saying oh this you are quart doctor so why do
[00:06:01] allow teachers that are not licensed to come to classroom okay but
[00:06:05] but let me get to where you're going now because you've covered a lot of ground and I'm trying to
[00:06:09] be clear um so we're talking first of...
[00:06:13] for ground zero, you've come up with a policy,
[00:06:17] but what you've met on ground obviously is that not
[00:06:20] everybody is qualified, yes, not everybody,
[00:06:24] because we met um classrooms when we came in
[00:06:28] to this government, we met lot of teachers in the classrooms without
[00:06:31] licenses, without certificates, without certificates, without certificates
[00:06:35] to teach, without licenses to teach and also they have not
[00:06:39] sat for the professional qualifying exam, beautiful. so
[00:06:42] now do you have you done like sovy to know how much of a problem that is
[00:06:46] right now? right? um, we have actually done quite a lot
[00:06:49] of servie on that, because number one, we had to do the survey of where is
[00:06:53] education at the moment at all levels and you will see
[00:06:57] that how did we do that through professional qualifying exam? it made
[00:07:01] us to know where the gaps are, and not only that, when you
[00:07:05] look at the learning outcomes, because TRCN has got to look at the
[00:07:09] holistic result of what's coming out at all levels. at the
[00:07:13] at the for you mean through the exams, through the exams, because when
[00:07:17] we look at the YAC results, what's YAC results saying to us, what is the
[00:07:21] result saying at primary six level, what is the result saying at the
[00:07:24] early years level, and what's the result saying at the tertiary level, so
[00:07:28] you have to look at all that, and those are things that will detail into
[00:07:32] what we do, and so as result, we realize
[00:07:36] that as soon as we looked at the results, because we did a very good analysis
[00:07:40] of where education was at May last year
[00:07:44] okay with my colleagues and when we did that because we had retreat and
[00:07:48] we look at where education was and when we look at it we realize there
[00:07:52] were quite a lot of gas number one if teachers are not
[00:07:55] professionalized is going to affect the feedback of what we're getting to
[00:07:59] the children because you cannot um and that's why i started with the
[00:08:03] fact that you can be a graduate of a first class but it
[00:08:07] doesn't mean you're going to be a good teacher it doesn't translate at all so what
[00:08:11] we're trying to pr against this, please, you can be a
[00:08:15] graduate of another area, but at the same time come and do a
[00:08:19] accelerated teacher professionalization, but you've left where i'm
[00:08:23] asking, do you have number of what level of on when you talk of
[00:08:27] those that are alliances or those that qualified, did you get number of how many we have in
[00:08:31] the country? um, as at that time i think we approximation if
[00:08:35] you um, well as at that time we had about 1 million
[00:08:38] plus out of how many out of about because at the moment?
[00:08:42] on our radia we have about 4 million teachers okay okay if you see what i mean so
[00:08:46] it's gone
[00:08:47] a long way because
[00:08:48] now um with
[00:08:50] the support of mr uh with dr alausa it's been a brilliant
[00:08:54] support i must say now and also with the support the heads of
[00:08:58] agencies and that's why i really want to give couders because when you have the
[00:09:02] right leadership in place it does impact into what you
[00:09:05] do so conveniently now i can easily walk to
[00:09:09] um dr um ribadu who is the head of NUC
[00:09:21] NCC is in charge of colleges of education, polytechnics we've been working on that with
[00:09:25] NBTE as well, so it has made everybody to come
[00:09:28] together to say, we cannot go on with what was happening
[00:09:32] before, so let me come back to where I'm trying to
[00:09:35] reach, so out of approximately like 4 million teachers, we
[00:09:39] have like 1 million that did not have quality. no, we had about
[00:09:43] 1 million plus that had qualifications. oh, so the the
[00:09:47] larger one three quarter like three quarter like 75% the
[00:09:51] teachers did not did, you know, like it depends, it all
[00:09:54] varies, because some them have sat for um
[00:09:58] examination, the PQU exam, but they've never been certified and
[00:10:02] they've never been um licensed. okay, so we have
[00:10:06] different ranges of different problems really that we're dealing with, but from
[00:10:10] that, from identifying that, now putting six
[00:10:14] months uh so um so that's the final
[00:10:18] one and that one is only for teachers who are teaching in
[00:10:21] classrooms at least they've been teaching for like two years okay? been
[00:10:25] teaching for two years in any of our recognized schools and but
[00:10:29] they don't have education degrees, so that's what the accelerated
[00:10:32] teacher program,
[00:10:33] a professionalization pathway is meant for, it's like an amnesty,
[00:10:37] so that's what that one is meant for, and is only two-year
[00:10:40] program, and within that time is expected that everybody,
[00:10:44] yes should match up, everybody should match up,
[00:10:47] because that also we have the five
[00:10:50] cohort, so what we want to do is to target at least 25000
[00:10:54] teachers. now um within two weeks when we started it about
[00:10:58] 50,00 teachers have registered and um so we're going to have
[00:11:01] different um cohor to be able to close that gap okay so now this takes care
[00:11:05] of what you met on ground yes now going
[00:11:09] forward if somebody wants to enter the profession you have
[00:11:13] now set a barrier yes okay so um when it
[00:11:16] comes to when you look sorry because i've
[00:11:19] got i love taking it from leadership side okay because when you look at
[00:11:22] the um action points or the action plan from race
[00:11:26] the president, i think if my memory serves well that page
[00:11:30] 64 was talking about access and what we're saying
[00:11:34] is how can every teacher in Nigeria access good
[00:11:37] education to be able to teach our children properly so
[00:11:41] that's something we're doing so number one will be on access that's something we have done with
[00:11:45] ATPP another thing is we've actually created a very
[00:11:49] very good platform a good website and that's
[00:11:52] trocn.go.ng that was what we did. within the first
[00:11:56] 100 days, because with that, because Nigeria now is more or
[00:12:00] less like a global village, or the world is like a global village,
[00:12:03] everybody can access, so that has actually improved
[00:12:07] standard, because when you go on that website now, the movement, the
[00:12:11] traffic that we have daily is about 20
[00:12:13] teachers
[00:12:15] per day, and also we have um a
[00:12:19] brilliant call center now where we have to within a
[00:12:22] service level agreements, if you access questions we have to
[00:12:26] answer you within 20 within 48 hours, so that is
[00:12:29] really making a lot of teachers to say, let me come in, let me come and do this
[00:12:33] now, however we're not fully there yet, because we're still working with the media
[00:12:37] team, we still have the um rural rural areas, true,
[00:12:41] and also with the complaints and monitoring that we're doing um
[00:12:45] feel, mean quite a lot of, must say quite a lot of uh private
[00:12:49] schools are still not aware, so that's why we're doing lot of
[00:12:52] monitoring to make sure we create a... lot of awareness, there's a lot of
[00:12:56] jingles going on at the moment, but the key thing that we're saying is every
[00:13:00] teacher in Nigeria, if you are in the school teaching, you must be
[00:13:04] like, you must actually seat for professional qualifying
[00:13:07] examination, and how do you seat for that? you must have your
[00:13:11] education degree, where you don't have education degree, go and access
[00:13:15] ATPP, but at the same time we also expect, I
[00:13:18] mean when I started, I said we were testing people in 23 subjects,
[00:13:22] yes, the question we ask ourself when we did that swat analysis
[00:13:26] was so what, where's the result? how is it impacting on
[00:13:30] the children? so what we did was to now look at those 23
[00:13:34] subjects, they were not actually things that are that are so
[00:13:37] relevant to the needs the children of today, particularly the alpha
[00:13:41] generation children, so what we did was to now reduce that
[00:13:44] drastically to five subjects and the five subjects that people
[00:13:48] seat for now with professional qualifying exam is um that's
[00:13:52] foundational literacy foundation. literacy because we expect
[00:13:56] every teacher and don't forget that we have to work with Mr.
[00:14:00] Minister, the minister has said English has got to be the
[00:14:03] foundational language now, I mean I'm sure you and I when
[00:14:07] we went to school we started speaking English right from start and
[00:14:10] also don't forget that the child that were given birth
[00:14:14] to, if we don't start them off with English from the early stage,
[00:14:18] it can affect the future the children, because the only formative stage is between zero
[00:14:22] to five, so every teacher is supposed to pass. the foundational
[00:14:25] literacy, foundational numericy, and another
[00:14:29] thing is you cannot teach alpha generation child without having good
[00:14:33] skills of digital literacy, and also
[00:14:36] safety is very parament to us, because what we did at the beginning the year
[00:14:40] is our major aim is how do we improve standard and how do
[00:14:44] we also improve safety, so that made us to add
[00:14:48] safeguarding and trap protection as one the question uh, as
[00:14:52] one the areas that will test people on, and the last
[00:14:54] but not list will be safe, mean will be pedagogy,
[00:14:58] so that and also um TROCN is not all
[00:15:02] about, oh failing teachers, that's not what we are here for, we want to move
[00:15:05] education forward, so a website, teachers are aware of it that there's
[00:15:09] a lot of resources now that we have actually uploaded that they can
[00:15:13] read, so that the more you read all these particular resources, the
[00:15:17] better impact it has a children, number one, you have to improve your
[00:15:21] skills of literacy, you have to improve your skills of numerocy. because
[00:15:25] if you don't do that, you won't be able to teach other subject, so at the end
[00:15:29] the day, because we, I mean, part the things that we met in education was the fact
[00:15:33] that we have classes where people might not be able to
[00:15:37] communicate. in English and you're teaching the 21st century
[00:15:40] child and what you don't have can you give it? okay, so
[00:15:44] while I want us to go along this track, I want to take you briefly along another
[00:15:48] line. I like what you said about the issue the foundational learning, the
[00:15:52] issue of English, but
[00:15:53] you know that argument has come up to be like taking into
[00:15:57] consideration what we're basically doing is eroding our
[00:16:00] own indigenous languages, and that I know
[00:16:04] that argument has come, you are someone that has been... you've walked abroad, you
[00:16:08] walked across the country, where do you stand on
[00:16:12] those that say, why can't we also have
[00:16:16] teaching in our individuals, because we're losing our languages, okay,
[00:16:20] thank you very much, don't forget we're still very anglophone, yes,
[00:16:23] we're anglophone, english is a medium of language
[00:16:27] and our major and is major way of
[00:16:30] communicating, if you look at um the italian
[00:16:33] language, yes sorry um, i can't remember their
[00:16:37] language now, but you will see that because they speak their language for
[00:16:41] even day to day running the their country, so they can afford to
[00:16:45] have their mother language as national language, but in our
[00:16:49] own case, um, as I said before, the zero to five year old
[00:16:53] child has tendency to actually form
[00:16:57] languages very well as that stage, if I send you and I abroad
[00:17:00] now, but the time we come back our accent will remain the same, but
[00:17:04] the five year old when you actually spend one year in England or in
[00:17:08] US, the accent would have changed because that child is at the formative stage,
[00:17:12] and if we're not careful, if we don't actually introduce English on
[00:17:16] time, and we don't introduce the mother language on time, we might be doing
[00:17:20] lot of disservice to the child, so what we propagate is every
[00:17:24] child must understand their mother language, and that's part the
[00:17:27] educational, it is part the educational thing, we expect parents,
[00:17:31] because your child is not expected in school between zero and three,
[00:17:35] true, so that's when you plant a lot particularly on the
[00:17:39] mother language, but by the time they are three, they're joining us, then we have to
[00:17:42] introduce English, because and when we introduce English, it doesn't mean
[00:17:46] we're going to throw the mother language away, because don't forget that
[00:17:50] every child in all our schools must do the language the
[00:17:54] community, so that's what we expect, so
[00:17:57] children uh in the southwest region must understand
[00:18:00] yoruba, children in
[00:18:02] the northern part of nigeria must understand ausa as well, and the same thing applies to
[00:18:06] the children. 'I got you correctly now, what you're saying is the parents are responsible from
[00:18:10] between zer to three, I hope you are monitoring them and
[00:18:14] also making sure they do that, but leave that, let's move,
[00:18:18] I'm also interested in the issue of you know um
[00:18:22] our background, and I think in Nigeria we've had lot
[00:18:26] of cases where you see governors come up and they'll say they're trying
[00:18:30] to address the issue of teacher literacy and define
[00:18:33] teachers that can read, we've had reports where it appears'.
[00:18:38] for some states, they just employ
[00:18:40] teachers, and obviously are you saying those
[00:18:44] days are gone, because you are at the federal,
[00:18:48] yeah, and we're talking about teachers who at local government
[00:18:52] and at community level, I must give creudos to all our
[00:18:56] commissioners and also our governors, not all
[00:18:59] states, however, quite a lot of our states now when they want to
[00:19:03] recruit, what they do is they involve teachers registration council of
[00:19:06] Nigeria. Okay, I'll give you an example, nasarawa
[00:19:09] recently employed few teachers and they
[00:19:13] invited TROCN, and with that it's really
[00:19:17] helping everybody to know that, look, what worked
[00:19:20] before, unfortunately cannot work again, so we're
[00:19:23] working collaboratively with quite a lot of states, I just came back
[00:19:27] from yesterday, andugu also did the same thing,
[00:19:31] in fact enig went as far as doing career
[00:19:35] career path for all their teachers. they built
[00:19:38] 272 smart city schools and the governor there
[00:19:42] wanted to know how many of my teachers out of 1900 teachers
[00:19:46] will be able to go to my smart city school so what we did i mean what he did
[00:19:50] was to invite TROCN come and do the career path test with that
[00:19:54] career path it tells you who is working on uh a
[00:19:57] higher level who has got ICT skills who has got this who
[00:20:01] has the the managerial skills and so on and that gave them a very
[00:20:05] big picture because by the time we finished the analysis, they were
[00:20:09] able to see their gaps that, okay, so we have gaps here, we have gaps
[00:20:13] here, and because education has moved away from
[00:20:16] where development partners will come in and just say, oh, we want to go to
[00:20:20] that state to go and support, you must know what where our
[00:20:24] gaps are, before you support us, because what we are saying
[00:20:28] now under the leadership the renewed hope agenda is where are the
[00:20:32] gaps with teachers, so address our gaps, don't
[00:20:36] address what you want, it has to be what we need and what you
[00:20:40] have identified and what we have identified and also you
[00:20:44] will see that the professional qualifying examination that we're doing the last one we had
[00:20:48] about 26,00 teachers. this was between um the 14th and the
[00:20:51] 16th of May last um this year when we finished when we did
[00:20:55] the analysis within two weeks because we have the service level agreement to
[00:20:59] release your result within a week
[00:21:01] but at the same time when
[00:21:02] we do the analysis we have to share with every stakeholder
[00:21:06] every state was given every commissioner was given and to me he
[00:21:09] made every state to know where exactly they are and what and what they needed to
[00:21:13] do um like as a country at the moment we're not so good in
[00:21:17] mathematics mathematics was quite low when did the last
[00:21:20] exam, so it's telling us, it's giving us better picture of where we are,
[00:21:24] and then we can address that those needs now through, because with the
[00:21:28] office of um teachers registration council of Nigeria, we also
[00:21:32] deal with mandatory continuous professional development, because
[00:21:35] in every um, because when we came in, we realized that some
[00:21:39] teachers have been in the career for over 30 years, but there was no
[00:21:43] training, nobody gave them training, but now we're
[00:21:46] moving to, mean we're working with honorable minister for state on this, as well, it's a
[00:21:50] big project because ubec has done a brilliant, ubec has
[00:21:54] lot of brilliant resources, um, federal ministry of education has lot of
[00:21:58] brilliant resources, TRCN has brilliant resources, what we're doing is let's
[00:22:02] bring it together and let every teacher be able to access
[00:22:06] this, and what we plan doing is to have one day in the country, which
[00:22:10] is going to be MCPD day, where every teacher conveniently can
[00:22:13] access um trainings on different areas, because you
[00:22:17] cannot be teaching early years and just be acting. as if you a
[00:22:20] childminder. Okay, so now if I come back to the issue
[00:22:24] of um, making sure we reach and we
[00:22:28] get what we need. Would you say we are getting, we have
[00:22:31] enough teachers? Uh, we're not fully there
[00:22:35] yet, okay? In some states, I will say, yes, um, we're almost
[00:22:39] there, some states are really prioritizing um, how to
[00:22:43] employ more teachers, however, what we're saying is, how great
[00:22:47] are they, and what support do they need, because... we've got to make
[00:22:50] sure we're giving them the right trainings, but at the same time
[00:22:54] some in some states were still very understand, because
[00:22:58] I mean there are some areas where you will get to where you will see that the public school
[00:23:02] children, we don't even have enough children in those schools and that's
[00:23:06] because the support, I've worked in Lagos before as
[00:23:10] the director general and what I
[00:23:11] realize of office of education quality
[00:23:15] assurance and I realized that when
[00:23:18] we were when I was in Lagos und...
[00:23:23] I realized that because we were doing so much into our public
[00:23:27] schools, he was making a lot of people to go and remove their children and
[00:23:30] bringing them to public schools and that actually raised the number as
[00:23:34] quickly as possible, because the nigerian parents they're looking for good
[00:23:38] education
[00:23:40] at affordable and at affordable rates as well, so um there's a
[00:23:44] need for us to see how we can improve standard across board and
[00:23:47] that's something that we're doing and with um trocan
[00:23:51] were very particular about standard, it's time for a short break, we'll be
[00:23:55] right
[00:23:55] back,
[00:24:07] thank you, um, now i would i while going through
[00:24:11] the work you're doing, i came across the teacher's code of
[00:24:15] conduct, what is that, what does that intell right,
[00:24:19] um, fact that we have the right to professionalize teachers,
[00:24:22] yes, we also have the right to strike teachers
[00:24:26] off, and that's something that has never been used before,
[00:24:30] that we we're now using. there is department
[00:24:33] um called compliance and enforcement, so what i do
[00:24:37] is um, in terms of we have um teachers code of
[00:24:40] conduct that we have done, so there is a particular,
[00:24:44] mean there is expectation for teachers, at the moment also we're
[00:24:48] working on teacher standards. that is what is the standard that is
[00:24:52] expected of every teachers and I'll give you instance um
[00:24:55] everybody talks about AI, AI is brilliant, but it has
[00:24:59] to be regulated, true because if he's not regulated he might be doing more
[00:25:03] disservice to the children, so all those things are coming into the teacher
[00:25:07] development - to teacher standard, and within that as well we
[00:25:11] have teachers investigative panel, so if something goes wrong
[00:25:14] any state, um, the commissioners are aware that they can send
[00:25:18] the matter to teachers. "I mean they can deal with the matter at their
[00:25:22] level, depending if it's private or is government, yes, but at the
[00:25:26] same time they know when to refer to teachers uh registration council of
[00:25:30] Nigeria, also we have the outline as well, this outline
[00:25:33] number, should a teacher, maybe teachers just sexually abuse a
[00:25:37] child, there is outline number because we work with other agencies
[00:25:41] in ensuring sanity in our schools, now
[00:25:45] um on that as well there is something that we're we've been trying to,
[00:25:49] I mean we're almost finished" but we're not finished yet, and that is the criminal
[00:25:52] record database, so there is criminal record database that will be coming
[00:25:56] out as well, so um, every teacher that you
[00:25:59] employ, are you on the criminal record? database or
[00:26:03] not, if you are particularly if he's on sexual abuse and that teacher
[00:26:07] cannot be any of our schools, because we have to move away from where we
[00:26:11] have pedophiles moving from one school to the other, so all those things are the
[00:26:15] things that we're tiding up at the moment under child
[00:26:18] protection and safeguarding,
[00:26:21] so one caught my attention, there's this part that caught in that
[00:26:25] teacher's code of conduct that teachers will act in in
[00:26:29] place of a parent, there's a technical latin.
[00:26:32] apps word that i was put there to protect learners from
[00:26:36] physical, emotional, sexual abuse, harassment and
[00:26:39] exploitation. yes, now I ask myself,
[00:26:43] how do you enforce this? most
[00:26:46] times you come on air, you hear of bullying, which is
[00:26:50] issue we're trying to, if you have this code of
[00:26:54] con, that means teachers have role to protect those students, yeah,
[00:26:58] teachers have, mean the um owners is on every teacher
[00:27:01] between them night to 3e o'clock when the child is in the school for us to
[00:27:05] protect the child and every school knows that
[00:27:09] that is a right that every child deserves, every child has to be
[00:27:13] a safe environment, every child has got to be looked after
[00:27:16] effectively well, and nothing is allowed to happen to the
[00:27:20] children really, and where we have concerns, mean where there are
[00:27:24] concerns from parents, parents are supposed to report to the school immediately, and
[00:27:28] when school is actually not taking enough action that to report to the um...
[00:27:32] to their local authority and those are things, because I mean when I was in
[00:27:36] Lagos, lot of we had the outline in Lagos and you will see
[00:27:40] that that's when DSVROT, that's domestic sexual violence and
[00:27:43] response team started, because it started when I was the DG in
[00:27:47] Lagos um in charge of quality assurance, so we work with
[00:27:51] Ministry of Justice to be able to establish that, and that's something that is being
[00:27:55] replicated in quite a lot of states now that there has to
[00:27:58] be um a standard in place of what happens when
[00:28:02] a... is actually abused during the school time, no, but I'm talking to
[00:28:05] you now as, and you are
[00:28:09] the one that has put in place the code of conduct, yes, now
[00:28:12] if can parents report, can they report to you
[00:28:16] and say, look, I'm not satisfied with what I'm getting, yes, and parents have been doing that,
[00:28:20] parents can report, okay, two things that parents can report to
[00:28:24] TLCN, you will see that parents can actually check, is
[00:28:28] my teacher a certified teacher, okay, is my
[00:28:31] teacher regular? teacher who is a professional or my teacher is just
[00:28:35] an ordinary teacher, so they can verify that online on
[00:28:38] trcn.gov. ng, then the other thing they can do is they
[00:28:42] can use a offline to actually report whatever they're not happy with with
[00:28:46] their teachers and they can get that information on your website. yes, they can get that information
[00:28:50] on the website and we try as much as possible, depending on the
[00:28:54] kind of case it is, we try as much as possible to give 24 hours
[00:28:58] um attention to that case. have you been having cases? we've
[00:29:02] been... having cases, although um, it's not been
[00:29:06] very busy, I must say, and which is good, we don't want to
[00:29:10] have reports of very bad experiences, yes, it's
[00:29:13] not been very busy, but we've had some drastic cases that we have been
[00:29:17] dealing with really, okay, now I'm also concerned about
[00:29:21] the issue of enforcement, because once when you look at this sort of things
[00:29:25] a lot of people feel, yes, the federal government sets up a
[00:29:29] policy or an agency, they are in Abuja. what is
[00:29:33] happening when something is happening insuka or is happening
[00:29:37] in malamfashi, how do you ensure that
[00:29:40] your work gets to the neat grity
[00:29:44] and the extreme parts of Nigeria? thank
[00:29:46] you very much. um, TRCN is in every state, okay? we have offices in
[00:29:50] all the 36 states plus city, yeah, so there are offices there, there are
[00:29:54] people that can easily go to the grassroot level to be able to do
[00:29:58] things for us as quickly as possible, then apart from that, the fact that we
[00:30:02] work. lot with lot of school leaders, we work with sub
[00:30:05] chairman, we work with commissioners and also the
[00:30:09] fact that we work with eds of agencies, it makes it really easy for us to be
[00:30:13] able to access, so there's no problem at all with that,
[00:30:16] and where people want to, mean like um the lesson plants that
[00:30:20] we spoke about, what we intend doing is for everybody to be able to have
[00:30:24] access in all our offices for prescripted lesson plan, but don't forget
[00:30:28] that where you have the gifted and talented teachers because you
[00:30:32] you have some some teachers that are well established, those ones conveniently can
[00:30:36] use our platform to do AI generated lesson platform, mean to do
[00:30:40] AI lesson plans, and with that as well we can
[00:30:44] differentiate lessons, because those are the kind of things we're propagating, because
[00:30:48] unfortunately we have dealt with our gifted and talented children in
[00:30:51] Nigeria as normal children, I mean some schools are training
[00:30:55] them really well, but those are the areas that we still have lot of
[00:30:59] concerns with.