Strategic Positioning Of The Teaching Profession And Nation-Building

The making of a nation is in the making of man. Where people are not developed; nations are not defined and are left underdeveloped.
Whereas, all men are created equal, not all human beings live in the same economy or the same level of development. There are superior economies and inferior economies. Whereas every human being has the right to live on the Earth, nations go through historical circles of rising and falling. Whereas God guarantees nations territorial integrity of having a defined place and space, every nation strives to reach the best, achieve the best and live in the best possible circumstances, by developing its human and natural resources within its territorial boundary.
It is stated that nations are products of a national call of shared history, shared culture, shared vision and shared identity. It is a deep-seated call in the hearts and souls of a people that creates a nation, backed with a strong determination to face the consequences, compelling a people to fight to determine their own identity.
Corroborating on this, Mahatma Gandhi stated that a nation’s culture resides in the hearts and souls of its people. Thus, according to the 19th Century Indian Philosopher, Swami Vivekananda, ‘Every nation has a message to deliver, a mission to fulfill and a destiny to reach’.
Reaching the destiny of a nation is a function of connecting with God whose presence and best is available for all to access to develop, nurture, and harness the human resources available in that territory guided by the established laws of the land.
It is imperative to state that the segment of the society upon which this solemn responsibility rests is the teaching profession.
Educationists have the eternal responsibility of building the capacities of the spirit of inquiry, creativity, entrepreneurship and moral leadership among the adult and younger generations.
Thus, Dr Myles Munroe stated clearly that the first and most important component in nation-building is the enthronement of national cohesion, by the establishment of godly Law, and the pursuit of divine principles as entrenched on earth before the creation of man. The earth is Lord’s and the fullness therein.
Thus, teachers build the future of a nation by building the youths, for the future.
In other words, the teaching component of nation building is empowered to bring out the full dignity of the human being as given and as created by God.
This philosophy is further enhanced by the National Policy on Education which is based on the general aspirations of Nigerians as contained in Section1, paragraph 3 of the policy. Going by the provisions of this policy; Nigeria is determined to build: A free and democratic society; a just and egalitarian society; a united, strong and self-reliant nation; a great and dynamic economy; a land full of bright opportunities for all citizens.
The National Policy on Education, Sections 5 & 9 further provides for the acquisition, development and inculcation of proper value-orientation for the survival of the individual and society; the development of the intellectual capacities of individuals to understand and appreciate their local and external environment ; the acquisition of both physical and intellectual skills which will enable individuals to be self-reliant and useful members of the society; the acquisition of an objective view of the local and external environments. promoting and encouraging scholarship and community service; forging and cementing national unity; promoting national and international understanding and interaction; and contributing to national development through high-level relevant manpower training.
What this means is that teaching is the process of bringing out the human potential and channelling the same to establish and enhance the human dignity in each generation.
In other words, teaching is not just a job; it is a way of life. It is not just a service and profession, it is a pillar of human society. It is a very noble profession that shapes the character, calibre and future of an individual. This is the reason, most scholars ascribe to the teaching profession as the profession that contributes more to the future of society than any other single profession.
The British Philosopher, Helen Caddies stressed that teachers are the most responsible and most important members of any society because their professional efforts affect the fate of the earth in all ways. Therefore, as Calvin Coolidge, the 19th Century Philosopher puts it, ‘the teaching profession requires adequate preparation and training, patience, devotion and a deep sense of responsibility. Those that mould the human mind influence, not for a time but eternity.
Teachers labour together with God in the making of the leaders, who in turn make the nation. Thus, teachers are expected to be wise master builders, who should receive their reward according to their labour.
It is on this background, that one examines the critical steps that have been taken in recent times to strategically position the teaching profession for the greater good of Nigeria.
Interestingly, after several years of agitations by professional teachers and other stakeholders for the establishment of a regulatory agency, the Teachers Registration Council of Nigeria, which is an agency of the Federal Ministry of Education, was established by Decree (31 of 1993, now TRCN Act CAP T3 of 2004).
TRCN is empowered by law to control and regulate teacher education, teacher training, and teacher practice at all levels in public and private sectors of the Nigeria Educational System, guided by international best practices. It is on record, that since its inception, TRCN has registered over 2.2 million qualified teachers as of last year and has identified from available statistics over 4 million persons in the teaching profession in Nigeria.
No doubt, this singular stroke of the pen has strategically positioned the teaching profession in the making of the nation. In other words, it is now mandatory and indeed required besides the mandatory certification of all teachers to acquire regular additional skills, particularly in teaching assisted learning to keep them in tune with world standards. This explains the introduction of the Professional Qualifying Examination and the Professional Standards for the teaching professionals in Nigeria.
It is therefore expected that with the establishment of TRCN, and as Prof. Agiboye the Registrar and Chief Executive of TRCN put it, ‘the hydra-headed crisis of quality and quantity of teachers which demands a strong Policy response would have been adequately addressed and the rebuilding of the once cherished and mother of all Professions opened up to attract and retain the best brains.
The point is that TRCN Policy innovative will in the long run galvanize and deepen the practice of teacher recruitment and teacher Professional enhancement in Nigeria if managed effectively.
Another strategic policy innovation that has the potential of promoting nation-building, in the long run, is the introduction of the Nigeria Learning Passport. With the launch of Nigeria’s first indigenous online school, every part of the Country now has direct access to over 52,000 online instructional videos of all topics in all subjects. What this means is that access to quality instruction is made open and permanent.
Teachers, Parents and students can educate themselves, taught by qualified teachers in case one is not opportuned to have one around. In a country with a complex religious and cultural diversity with deepened geographical, socio-political and economic limitations, one right and strategic step is to qualitatively open Nigeria’s learning space to all and sundry guided by TRCN certified specialist teachers, if the country is truly committed to nation-building.
An educated citizen is easy to govern, and indeed the key to sustainable development. Educated citizenship is a bedrock for sustainable infrastructural, socio-political and economic development guided by moral, sound and robust laws.
Indeed, with the strategic introduction of the Nigeria Learning Passport, the prevailing learning poverty gap in Nigeria will be a thing of the past in the nearest future. No matter how long, what is most important is that Nigeria has taken one right step going forward with a multiplying positive effect.
Truly, with the Nigeria Learning Passport on board, the teaching profession is elevated and digital literacy capacity enhanced tremendously in the years to come.
Another milestone with great impact recorded in recent times to strategically position the teaching profession is the establishment of the Harmonised Retirement Age of teachers Act in the country.
The Harmonised Retirement Age of Teachers in Nigeria Act 2022, clearly states that teachers in Nigeria shall now compulsorily retire only on the attainment of 65years of age or after 40years of pensionable service.
Specifically, the Act among other provisions provides that the Public Service Rule or any Legislation ration that requires a person to retire from the public at 60years or after 35years of service shall not apply to teachers in Nigeria.
Clearly, the Harmonised Retirement Age Teachers Act is a strong motivating strategy to support the Nigerian teacher executing the burden of nation building by passionately taking the lead in educating the future along the paths of the Nigerians’ dream-to live in a land of prosperity where peace and justice reign.
According to the Gates Foundation, the key to quality education is a good teacher in every classroom. And as a one-time American Secretary of Education said, ‘the Centre of a classroom is not a test, a textbook, or the posters on the wall. It is not a state or district policy, and it is most certainly not a Federal Law. If the heart of the classroom is found in the unique relationships between students, pupils/ students and teachers, then, the unique teacher deserves, the collective support of all.
The Harmonised Retirement Age for Teachers in Nigeria Act 2022, is certainly a strategic way to motivate the teachers in pre-primary, primary and secondary schools in Nigeria with multiplying productivity effect. The impact of this well-intended Act will raise the bar on primary and secondary school education through the additional five years of mentorship and guidance.
Indeed, as the Nigeria Union of Teachers noted, it is expected that this Law translates to more efficient service delivery, and higher commitment and productivity, which force, leaders to achieve sustainable development on the wheels of character and deepened learning.
For instance, according to the Organisation for Economic Cooperation and Development Studies, over 90 per cent of teachers in primary, upper primary and vocational schools in Finland like their job. Only 2 per cent of teachers in secondary education regret having become a teacher.
Obviously, this study represents a higher, remarkable teacher- satisfaction rate and motivation. This is what is expected in Nigeria.
It is therefore expected that these newly introduced strategic support systems, policies and programmes, in the teaching profession will make for an enormous turnaround in Nigeria’s educational system soonest.
It should be noted that nation-building is largely dependent on robust enforcement of Law and efficient implementation of policies and programmes. Robust enforcement of Law and effective implementation may sometimes be inconveniencing and uncomfortable. A nation that is not built on proper and robust enforcement of Law and policies is a nation that is not going anywhere.
As strategic as these laudable Laws and policies are, if they are not strategically and robustly enforced, and effectively implemented, productivity would be far-fetched and nation-building would be greatly inhibited.

By: Emmanuel Kaldick-Jamabo

Dr. Kaidich-Jamabo is an educadtion leadershp expert and public affairs analyst.