By Mariam Abeeb
The Federal Government has commenced training for 45 master trainers from 15 teacher training colleges as part of efforts to strengthen the implementation of Nigeria’s national anti-bullying policy in schools.
Dr. Uba, who delivered the keynote address on behalf of the Minister of State for Education, Prof. Suwaiba Said Ahmad, said the training was designed to equip teacher educators with practical skills to create safe, inclusive and gender-responsive learning environments.
She said the success of the national anti-bullying policy depended largely on teachers’ ability to recognise bullying, respond appropriately and protect learners from abuse and other forms of violence.
According to her, the initiative goes beyond distributing policy documents, as teachers must be adequately prepared to translate the provisions of the policy into daily classroom practices despite challenges such as overcrowded classrooms, inadequate teaching materials and poor internet connectivity.
The training focuses on preventing and responding to school-related gender-based violence, digital teaching methodologies, inclusive lesson planning and fair classroom management.
Dr. Uba said the 45 master trainers were expected to cascade the knowledge and skills acquired during the workshop to about 500 teachers and educators in their respective institutions.
She explained that the programme was supported by the Government of Japan through UNESCO Abuja, with equipment provided to the 15 participating teacher training colleges to strengthen practical teaching and learning.
The participants are receiving hands-on training in the use of projectors, smartboards and tablets for lesson delivery and access to digital teaching materials.
They are also being taught how to search for, adapt and save teaching resources on the supplied devices, as well as strategies for using offline materials in locations with limited internet connectivity.
She stressed that technology alone was not sufficient to create safe learning environments, urging educators to develop interpersonal skills, including fair questioning, effective classroom management and appropriate responses to reports of abuse.
She challenged the master trainers to demonstrate the practical approaches learnt during the workshop when they return to their colleges, stressing that the anti-bullying policy must be reflected in teachers’ daily actions rather than remaining a document.
Dr. Uba acknowledged the contributions of the Government of Japan, UNESCO Abuja, the Nigerian National Commission for UNESCO and the participating teacher training colleges towards strengthening Nigeria’s education system.
She said the initiative would help build the capacity of educators to provide safer and more inclusive learning environments while ensuring that teachers are better prepared to protect learners and respond effectively to bullying and other forms of abuse.
The UNESCO representative to Nigeria, Dr Isaia Barretto da Rosa during his remark at the three-day master trainers’ workshop aimed at strengthening teacher capacity in gender-responsive pedagogy, safe learning environments and the integration of information and communication technology (ICT) in education, said that the initiative seeks to strengthen teacher training systems and expand educational opportunities for girls, with a situational analysis and baseline assessment identifying key challenges affecting girls’ participation and access to quality education.
According to him, the assessment highlighted three interconnected priority areas: strengthening teachers’ capacity in gender-responsive pedagogy, equipping educators to create safe and supportive learning environments, and improving digital competence through effective ICT integration in teaching and learning.
He stressed that the three priorities were interrelated, noting that teachers must be equipped to promote meaningful participation, ensure learners’ safety and use technology effectively to improve classroom instruction.
The official also highlighted the importance of teachers in driving educational transformation, stressing that while policies, infrastructure and technology provide essential support, teachers remain central to translating those resources into meaningful learning outcomes.
The development comes after the distribution of ICT equipment to 15 teacher training institutions in May 2026. The UNESCO representative, however, cautioned that providing equipment alone would not transform education without trained and motivated teachers capable of using the technology effectively.
Participants at the workshop have therefore been designated as “multipliers of change”, with a mandate to cascade the knowledge and skills acquired to pre-service and in-service teachers in their respective institutions.
He said the training was designed to ensure that the benefits of the project extend beyond the workshop participants to teacher educators, classroom teachers and ultimately learners.
UNESCO also reaffirmed its commitment to supporting the Nigerian government’s education priorities, noting that Africa and gender remain among the organisation’s major areas of focus.
The Government of Japan was commended for its continued support for education initiatives in Nigeria through UNESCO’s Institute for Education Planning (UNESCO IBE).
He further acknowledged the contributions of the African Union Centre of Excellence for Girls and Women’s Education (AU CFA) and other partners involved in strengthening teacher training institutions.
The workshop is expected to equip participating master trainers with practical skills that can be cascaded across institutions to promote safer, more inclusive and digitally enabled learning environments, particularly for girls.
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