Aishatu Jafaar Suleiman, the Federal Capital Territory (FCT) Secondary Education Board Desk Officer for Robotic Education, has advocated for extensive training and retraining of teachers to close the widening educational gap between educators and students within the territory.
The call was made in Abuja on Monday during a sensitisation programme hosted by the Change a Child Community Initiative. Suleiman emphasised that for the education system to remain relevant, teachers must be equipped with contemporary skills that match the evolving needs of modern learners.
The advocacy comes at a time when the integration of technology in classrooms is becoming increasingly critical, yet many educators struggle to keep pace with the digital proficiency of their students. This disconnect poses a challenge to the quality of instruction in secondary schools across the FCT.
Closing the pedagogical divide in FCT schools
Suleiman, speaking as part of a sensitisation programme in Abuja, pointed out that the gap between teaching methods and student learning styles is a growing concern. As students become more exposed to digital tools and global information, traditional teaching methods are increasingly proving insufficient for effective knowledge transfer.
Her specific focus on robotic education points to a critical area of neglect in many Nigerian schools. Robotics and STEM (Science, Technology, Engineering, and Mathematics) education require specialised technical knowledge that many current teachers lack. Without targeted retraining, the push for digital literacy in the FCT could face major hurdles.
The Change a Child Community Initiative, which organised the event, has been active in promoting child welfare and educational standards. The programme aimed to bring stakeholders together to discuss ways to enhance the quality of instruction and ensure that the next generation of students is adequately prepared for a technology-driven economy.
Educational experts have long argued that teacher quality is the most important factor in student success. In the Nigerian context, where classroom sizes are often large and resources can be limited, the ability of a teacher to use technology to simplify complex concepts is vital. Suleiman’s proposal suggests that the FCT Secondary Education Board must move beyond basic training and adopt a model of continuous professional development.
The implications for students are direct. A teacher who is not trained in modern instructional techniques or digital literacy may struggle to engage a generation of students who are “digital natives.” This creates a classroom environment where the instructor is no longer the sole source of knowledge, but rather a facilitator who must be able to navigate the same digital spaces as the students.
While the FCT is often seen as a leader in educational infrastructure in Nigeria, the capacity of the teaching workforce requires urgent attention. The next steps for the FCT Secondary Education Board will likely involve assessing the current skill levels of teachers and identifying specific areas, such as robotics and digital pedagogy, where retraining is most urgently needed.
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