Teachers And Educational Transformation

Last Wednesday, October 5, the global community marked the 2022 World Teachers’ Day (WTD).
Following the indispensable impact of teachers on any society, the United Nations Educational, Scientific and Cultural Organisation (UNESCO), in 1994, reached a unanimous resolution that October 5 of every year should be observed by all the United Nations (UN) member states as World Teachers’ Day.
While every day is an incredible day to compliment and applaud teachers, World Teachers’ Day is their unique day. And when it comes to teachers, surveys invariably show that they are doing an excellent job. At the soul of any education system are the teachers. They are the ones charged with not only teaching the basics of reading, but also staying on top of technology and emerging trends.
WTD is a day to celebrate, appreciate and honour teachers for their contributions to their students and society. On this day, many likewise come together and organise meetings, conferences and such to identify concerns being faced by teachers globally and find solutions to those issues. This year’s theme is: “The Transformation Of Education Begins With Teachers”.
In most nations, it is frustrating to note that teachers, who contribute fantastically to the socio-economic development of a nation, are regaled poorly regarding remuneration and other inducements. It is even more tragic to acknowledge that in some countries, these individuals who are meant to be the leading professionals are regarded as second-class, if not third-class citizens.
The truth is that teachers are vital to us. They are the building blocks of society and remain the foundation on which any nation is built. The international community and governments have got to stand firm and united to support teachers and quality learning, especially in countries where the number of out-of-school children is high. It must be affirmed that education systems are only as good as their teachers.
In Nigeria, where World Teachers Day was commemorated, the civil society and other stakeholders should stimulate the teaching profession. Good and gorgeous employment conditions, including suitable salaries, prospects for career progression and promotion, a conducive work environment, and high-quality service training should be guaranteed. Effective management that will include teachers’ recruitment and deployment is imperative.
Teaching is a precursor to other professions; therefore, it should be quality-driven to attract young talents and keep them in the profession. Here in Nigeria, there is an urgent need to address the pressing challenges of teachers. They include impoverished learning facilities, underfunding, few trained teachers and absence of commitment, lack of incentives, among others. These needs must be met to ensure top-notch delivery from them.
It was for those reasons that President Muhammadu Buhari endorsed a special salary scale and new retirement age for teachers in basic and secondary schools across the country in the 2020 edition of the event. The President increased the number of service years for the teachers from 35 to 40 and the retirement age from 60 to 65. Nigerian teachers had been asking for an increase in their retirement age, welfare, and salaries.
Sadly, the Federal Government has failed to gazette the law and is only now proposing to include aspects of the package in the 2023 budget. This inattention to teaching and education is distasteful. The poor state of education today, particularly at the basic level, is linked to how teachers and their profession are feted by the government. If the future of a country depends on the quality and commitment of its teachers, whose products are its prospective leaders, their ill-treatment would be no more than a purposeful attempt to render the future of today’s learners vulnerable.
Notably, the professionalisation of teaching, long after its establishment in Nigeria, yet remains a career that can be patronised by every Tom, Dick, and Harry. For example, people without the minimum teaching qualification are still being employed to teach in public and private schools at nearly all levels. While knowing a subject is one thing, understanding how to convey the knowledge to others is another; probably considered even more critical.
Regardless of the level teaching takes place, teaching qualifications are crucial to every teacher’s success in the workplace. If teaching is a profession in Nigeria, no one in the country’s institutions would engage in it without a teaching qualification. Disappointingly, the Teachers Registration Council of Nigeria (TRCN) has failed to enforce this provision at every degree of the system. Even more deplorable is the inaction of the TRCN, which reduces the concept of  professionalisation of teaching to merely licensing teachers.
Once professionalisation is achieved, it is believed that many of the challenges currently plaguing the teaching profession will naturally disappear. The government, not associations, has the responsibility to implement policies and operational guidelines designed to make teaching a profession in the country. Any inadequacy will only leave Nigerian teachers without a career.
To mark the day, some teachers in Rivers State recalled Governor Nyesom Wike’s regular payment  of teachers’ salaries and renovation of many public  primary and secondary schools to improve working/studying atmosphere for teachers and students. Additionally, the state government will soon hire more teachers to fill existing vacancies in schools. Wike has been offering scholarships to Rivers indigenes to study Medicine at PAMO University of Medical Sciences, a private institution.
In South Korea, teachers are known as nation builders, while Finland and some Scandinavian  countries regard them as key success behind their countries’ development. Nigerian government should also take a cue from these countries and encourage the teachers, motivate them adequately and respect the profession as noble. Because poorly trained students can devastate the national heritage.