Capacity Building for ECCD Teachers

OMEP Nigeria's Oyo State Chapter hosts annual workshops to train teachers working with children under 8 years of age. In collaboration with faculty from local universities, workshops cover classroom instruction and soft skills.
2005Nigeria

CEI Plus Status

Program Results Status
Monitoring and Evaluation Reporting
School supportOMEP Nigeria Oyo State ChapterEarly childhoodPre-primary

Location Data

Oyo StatePeri-Urban

Organization Mondiale Pour I'Education Prescolaire (World Organization for Early Childhood Education), or OMEP, currently operates in 19 states of Nigeria. The Oyo State Chapter hosts annual training sessions for private and public school teachers working with children under the age of 8. The main event each year is an annual workshop, though OMEP Oyo State occasionally plans and leads additional, smaller workshops throughout the year.

Local school administration and head teachers nominate teachers to attend the Annual Teachers' Workshop, held every October in honor of Teachers' Day. OMEP Oyo State works in collaboration with the local State Universal Basic Education Board (SUBEB) and faculty members from Tai Solarin University of Education, University of Ibadan, and Kwara State University (Malete). The all-day workshop typically covers classroom instruction, specific challenges faced by teachers, and social skills, such as improving self-esteem.

In 2012, the workshop focused on creativity and diversity, and educating children through play. In 2013, the workshop was entitled "Healthy Teachers with Creative Minds." Three sessions centered on health and well-being, including self-image, nutrition, and exercise. The two remaining sessions addressed creativity in the classroom, specifically through storytelling and art. Teachers who complete the training workshop receive a certificate of participation and frequently host small seminars to train other teachers in the schools where they work.

OMEP additionally focuses on closing the gender gap in schools' subjects, supporting girls transitioning from upper primary to secondary classes (where decisions on career paths are based on choice of subjects) who are interested in science, a subject from which they are often marginalized. This project focuses on girls age 8-15, building teachers' capacity to create and implement engaging stories, games, and curriculum within science class. 

 

 

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