SPECIAL EDITION NEWSLETTER

ADOPT-A-SCHOOL INITIATIVE
(AASI)
OANDO FOUNDATION
2016 - 2018
2 ADOPT-A-SCHOOL INITIATIVE (AASI)|2016 - 2018 |SPECIAL EDITION NEWSLETTER

INSIDE:
4. NSF Provides Technical Assistance to Oando
Foundation to Implement their Adopt-A-
School Initiative
5. Training of 1,609 Participants in 49 Schools in
Eleven States and the FCT
7. Participants from 31 Schools in Nine States
Trained
8. Training of School Leadership Teams
9. State by State Summary
10. NSF Facilitates School Support Visits in Oando
Adopted Schools
11. NSF Trains Teachers for the Walk-in-Centers
for Oando Foundation
12. & 13. Photo News
16. NSF Trains Training of School Support Officers

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 ADOPT-A-SCHOOL INITIATIVE (AASI)|2016 - 2018 |SPECIAL EDITION NEWSLETTER 3

WHOLE SCHOOL DEVELOPMENT: A FRAMEWORK FOR

IMPROVING LEARNING OUTCOMES
Like every organisation, a school is set up for a purpose. For the school to
achieve its purpose of delivering good quality teaching and learning, many things
must happen. First, there must be students who are ready to learn. Second,
there must be teachers who are competent and effective in facilitating learning.
Third, the environment must be conducive to teaching and learning. Fourth,
there must be effective school leadership and management. Fifth, there must be
effective community participation in the management of the school.

Providing support to only one or some of these elements without the others
would not yield good results. Studies have shown that the Whole School Devel-
opment (WSD) approach to school improvement is more beneficial than piece-
meal school improvement. Little wonder why Nigeria is still experiencing very
poor-quality learning outcomes at the basic education level. The Whole School
Development approach is not being practiced. Even when one aspect of a school
is improved, that one aspect is done piecemeal. For example, schools are constructed without toilets and
office space for the teachers and not to mention that most of the time even the class spaces are not enough to
accommodate the number of students in the school, hence the large class population in the school.

When teachers are trained only a few teachers within a school are invited for the training and they are ex-
pected to return to their schools and train their colleagues. Ordinarily this would not be a bad thing however
many of the teachers lack the basic skills themselves so a few days of training are not enough to make them
experts who can train others. When they return to the school after the training, they are unable to practice
their new skills because the environment is not ready for the change and their colleagues and supervisors do
not understand the new the methodology. Little or no attention is paid to the supply of teaching and learning
materials in the school. In some cases, there are textbooks but without students’ workbooks and exercise
books. There are no wall charts, flashcards or games for the younger children to use to practice schoolwork.

There is an urgent and desperate need for education managers in Nigeria to take a look at the way basic edu-
cation is delivered and pay attention to school development to ensure comprehensive and holistic support to
all aspects of basic education delivery if we must improve learning outcomes.

Whole School Development

Oando Foundation through their Adopt-A-School Initiative attempted to deliver Whole School Improvement
Approach to programme implementation. This special edition of Newsletter discusses NSF’s collaboration with
Oando Foundation in 88 schools across 20 states in the training and support of class teachers, assistant head
teachers, head teachers and School Support Officers in an integrated and whole school approach to school
improvement. Happy Reading!!
Best wishes,
Nguyan Shaku Feese, PhD

Lead Consultant/Executive Director

4 ADOPT-A-SCHOOL INITIATIVE (AASI)|2016 - 2018 |SPECIAL EDITION NEWSLETTER

Cross section of participants

NSF Provides Technical Assistance to Oando Foundation to

Implement their Adopt-A-School Initiative

N
development; c) increase digital literacy and school accounta-
bility through the establishment of Information Communica-
tion Technology (ICT) centers; d) increase secondary school
SF Developments Limited provided tech- educational opportunities to high performing students
nical assistance for Oando Foundation (OF) to implement two through scholarships, and e) enroll Out-of-School Children
components of its Adopt-A-School Initiative (AASI). Oando (OOSC) into school through the establishment and running of
Foundation is a Charity empowering communities and sup- Walk-In-Centers (WIC).
porting the Nigerian Government in the effort to strengthen
Based on NSF’s experience in teacher training and materials
the delivery of basic education and improve learning out-
development, Oando Foundation invited NSF to provide tech-
comes. Through their signature project, the Adopt-A-School
nical assistance for the implementation of the Teacher Train-
Initiative (AASI), Oando Foundation focuses on supporting
ing Component of the AASI and also the Walk-In-Centers. The
Whole School Development (WSD) in selected schools in 23
technical assistance was delivered between June 2016 and
States in Nigeria. AASI was designed in 2007 as a multifacet-
December 2018. During this period NSF Developments facili-
ed, holistic and responsive project focusing on: a) improving
tated the training of over 2,170 teachers, 171 Head Teachers
learning environments in public primary schools to increase
and Assistant Head Teachers and 120 School Support Offic-
access and reduce large class size; b) improve quality of
ers. NSF Developments Limited conducted a series of train-
teaching and learning through teacher training and materials’
ing for all the categories on:
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 ADOPT-A-SCHOOL INITIATIVE (AASI)|2016 - 2018 |SPECIAL EDITION NEWSLETTER 5

• Learner Centered Pedagogy including classroom management and routines;

• Improvisation of teaching and learning materials including the development of low-cost,
not cost classroom materials;
• School Leadership and Management Training for Head Teachers and Assistant Head
Teachers;
• School support and mentorship for School Support Officers (SSOs); and
• Accelerated Literacy programme for teachers in the Walk-In-Centers.
Through NSF’s support for the conduct of School Support Visits the school Leadership Teams
were mentored and teachers supported. Lessons where also learnt through this process, which
helped Oando Foundation to review implementation arrangements.. The principle of support
was to work through state and local government systems to build capacity for project imple-
mentation and support. School Support Officers were trained and supported to train and sup-
port Head Teachers and Class Teachers on an on-going basis through School Support Visits
(SSVs). The training was conducted as close to the location of participants as possible. NSF De-
velopments found Oando Foundation to be a good listening organization and demonstrated a
lot of flexibility in programme implementation. Oando Foundation worked through state based
Independent partners to delivery services within the schools in the participating states.

Training of 1,609 Participants in 49 Schools in Eleven States and

the FCT
NSF Developments Limited facilitated the training of teachers and Head Teachers in forty-nine
(49) Oando Foundation Adopted Schools in eleven states of Adamawa; Bauchi; Kaduna; Katsi-
na; Kwara; Lagos; Niger; Ogun; Plateau; Sokoto; and Taraba and the Federal Capital Territory
(FCT) from 22 June – 9 December 2016.

A total of 1,609 teachers, Assistant Head Teachers (AHTs) and Head Teachers (HTs) were
trained on modern learner-centered pedagogy, subject content knowledge of English Lan-
guage, Mathematics and Science and Technology. The beneficiaries were also trained on the
use of low-cost technology (Mobile phone) for self- study and classroom teaching, classroom
management and the use of a variety of teaching aids including educational games for activity-
based teaching and learning. Below is the Summary of Teachers Trained by state:
Summary of Numbers of Teachers Trained Per State
State No. of Schools Teachers Trained Date of 2016
Niger 2 280 22-28 June
Katsina 7 182 22 June- 3 July
Sokoto 6 254 11-20 July
FCT 1 11 1-3 August
Bauchi 5 135 15-18 August
Participants giving feed back on leadership
Lagos 8 85 15- 18 August
and Management training.
Ogun 2 28 6-9 September
Kaduna 2 89 14- 17 September
Taraba 4 211 11-14 October
Kwara 4 76 17-22 October
Adamawa 6 228 17-22 October
Plateau 2 30 24-27 October
Group photograph of participants at the
Total 49 1,609 training in Yola, Adamawa State

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6 ADOPT-A-SCHOOL INITIATIVE (AASI)|2016 - 2018 |SPECIAL EDITION NEWSLETTER

Training of 1,609 Participants in 49 Schools in Eleven

States and the FCT
Objectives: The main objective of the training was to improve students’ learning outcomes.
The specific objectives of the training were to:
• Improve teacher effectiveness through learner-centered pedagogy (activity based learn-
ing);
• Enhance the capacity of teachers to improvise and use classroom materials;
• Motivate teachers to conduct self- study through the use of low cost technology;
• Increase subject content knowledge of teachers in Mathematics, English Language, and
Science and Technology; and
• Enhance teachers’ capacity in classroom management.

Methodology: The methodology was a blended approach of face-to-face training, self-

study using technology, and on-the-job/school support. The participants had a series of training
with an initial 3-day face-to-face training commencing with a quick assessment of the capacity
of the teachers. This was to establish their understanding of certain concepts.

Figure 1: Blended Approach to Teacher Training

The 3-day face –to-face training was followed by a period of
self-study and then a 2-day School Support Visit (SSV). This
was to enable the trainers to assess how well the teachers
were using the audio-visual materials to develop themselves
and also how well they were making use of the new skills and
subject content knowledge in the classroom.
A follow up training of 530 teachers, 32 AHT; 29 HTs and 50
SSOs from five of the eleven states (Taraba, Adamawa, Bau-
chi, Sokoto, and Niger) was conducted between June and Au-
gust 2018. This was to refresh participants’ skills and
knowledge. Participants engaged in-group activities, develop-
ment of instructional materials including low-cost resources.
Facilitators took the trainees through; theories and practical
sessions to model good practice. Participants were also sup-
ported to explore using scripted literacy and numeracy lesson
plans.

HTs and AHTs carrying out a task on how to conduct School Self Evaluation (SSE)

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 ADOPT-A-SCHOOL INITIATIVE (AASI)|2016 - 2018 |SPECIAL EDITION NEWSLETTER 7

NSF facilitator interacting with school teachers in plenary.

Participants from 31 Schools in Nine States Trained

The training of participants from nine states of: Plateau; Enu-
gu; Ebonyi; Akwa Ibom; Oyo; Osun; Ondo; Ekiti and Cross
Rivers too place from 11 December 2017- 11 January 2018.
The participants were made up of 574 teachers; 31 AHTs, and
31 HTs. The main purpose of this training was to deepen the
skills and knowledge of the participants on classroom man-
agement and assist them to become more effective in the
use of instructional materials to aid teaching and learning.
Oanddo Foundation’s objective was to strengthen the imple-
mentation of the Universal Basic Education Commission’s
(UBEC) model of in-service teacher training. The blended
teacher training approach supports teacher effectiveness
through; 1) face-to-face training where new concepts are
explained; 2) self-study using technology with audio-visual
materials for teachers to deepen their knowledge; and 3)
School Support Visits (SSVs) to provide on the job guidance.

Summary of Teachers Trained in Nine States

S/N State Number of schools Beneficiaries Date 2017 & 2018

1 Plateau 4 156 11- 14 December

2 Ebonyi 3 60 11- 14 December

3 Ekiti 3 68 11-14 December

4 Cross Rivers 4 118 18- 21 December

Participants during a group discussion on classroom
5 Enugu 2 24 18- 21 December management

6 Oyo 3 26 18- 21 December

7 Ondo 2 26 18- 21 December

8 Osun 1 15 18- 21 December

9 Akwa Ibom 9 81 8-11 January

Low-cost study materials developed by participants at
Total 31 574 the training.

This follow up training helped to consolidate the gains of the earlier three day training as teachers demonstrated ability to
improvise teaching materials and their capacity to group learners for class activities. The teachers where confident and
discuss class management strategies.
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8 ADOPT-A-SCHOOL INITIATIVE (AASI)|2016 - 2018 |SPECIAL EDITION NEWSLETTER

Training of School Leadership Teams

School Leadership Teams made up of Head Teachers and Assistant Head Teachers
from 49 schools were trained on school leadership and management. An initial two
-day training on school leadership and management was organized for 93 partici-
pants made up of 49 Head Teachers and 44 Assistant Head Teachers in twelve Oan-
do Foundation support states between June and October 2016. This training was in
addition to the pedagogy and content knowledge training, which they earlier re-
ceived. The specific content delivered included;

 introduction to leadership;
 introduction to effective school;
 the role of a headteacher in an effective school;
 monitoring and mentoring in an effective school;
 working with teachers;
 working with children;
 understanding and managing change;
 how to conduct School Self Evaluation;
 enhancing community involvement in an effective school; and
 taking learning back to school.

Summary of Head Teacher Training

State No. of schools No. of HTs and AHTs Trained Date 2016

Katsina 7 14 2 July
Sokoto 6 6 18 July
FCT 1 1 1-3 August
Bauchi 5 10 18 August
Lagos 8 16 15-18 August
Ogun 2 11 9 September
Kaduna 2 2 17 September
Taraba 4 6 14 October
Kwara 4 8 21-22 October
Adamawa 6 12 20 October
Niger 2 4 20 October
Plateau 2 7 27 October
Total 49 93
Presentation of Certificate to beneficiaries.

A follow-up training of School Leadership Teams was con-
ducted as part of the follow-up teacher training. During this
period, a six-day follow up training was conducted in each
of the twenty participating states. The training commenced
with a two-day training of Head Teachers, Assistant Head
Teachers and SSOs to prepare them to co-facilitate the re-
fresher training of teachers in the various states. The follow-
up training was conducted to further deepen the capacity of
the School Leadership Teams (SLT) and SSOs on leadership
and management including teacher support and the con-
duct of Professional Development Meetings (PDMs).

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 ADOPT-A-SCHOOL INITIATIVE (AASI)|2016 - 2018 |SPECIAL EDITION NEWSLETTER 9

Beneficiaries using an instructional materials during a training session.

After the two-day training, the Head Teachers their Assis-
tants along with the SSOs were deployed to schools to con-
duct school-based refresher training of the teachers in the
schools in their states. The purpose of the training was to
increase the effectiveness of teachers. The specific objec-
tives were to:
• review teachers' progress since the previous training,
• enhance teachers' capacity to use the scripted Litera-
cy and Numeracy Lesson Plans for teaching; and
• produce low cost teaching and learning materials that
will make classrooms more attractive for learning.
At the end of the four-day training participants were ex-
pected to begin to apply phonetic sounds in teaching read-
ing; improve spelling and writing skills of pupils in the English
Language; use correct tenses; improve their grammar skills
through the reading of storybooks; use creative approaches
to learning and classroom management; develop innovative
tools and techniques; and source local materials to teach
Mathematics, English and Science and technology.

State by State Summary:

Adamawa State: In Adamawa State 329 teachers, eight Kaura ATBU Primary school; Bayan Banki Primary school;
head teachers, eight assistant head teachers, and ten school Gamawa Primary School; and Uduo Central Primary school
support officers were trained from Monday 25th and Tues- were trained. The training was held at Gamawa and Bauchi
day 26st June 2018. The teachers were selected from the centres from Monday 30th July to Saturday 4th August
eight Oando Foundation (OF) Adopted Schools of Sangre 2018.
Primary School; Nyibango Primary School, Sabongari; Yolde
Pate Primary School; Dzangola Primary School, Jambatu Pri- Taraba State: The training of 221 teachers, three head
mary School; Gwadabawa Primary School; Numan A Zone teachers, five, assistant head teachers and ten School Sup-
Primary School; and Muchalla Primary School. port Officers in four schools of: Low cost Primary School;
Jauro Gbadi Primary School; Bayan Banki Primary School;
Bauchi State: 113 teachers, five heads teachers, five assis- and CPS Liman Katagum took place at NUT Multipurpose
tant head teachers and eleven school support officers from Hall, Donga Road, Jalingo, Taraba State, from Monday 16th
the five schools of: Liman Katagum Primary school; Sabon to Saturday 21st July 2018.
Continue in page 14

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10 ADOPT-A-SCHOOL INITIATIVE (AASI)|2016 - 2018 |SPECIAL EDITION NEWSLETTER

NSF Facilitates School Support Visits in Oando Adopted Schools

N
SF Developments supported School Support
Officers (SSOs) to conduct two days of
School Support Visits in each of the 88 Oan-
do Adopted School (SSVs). The main objective was to ensure
effective teaching in the adopted schools. The specific ob-
jectives were to: assess the capacity of SSOs to conduct
effective SSVs; support Head Teachers (HTs) and Assistant
Head Teachers (AHTs) to be effective in school leadership
and management; provide capacity for HTs to conduct Man-
datory Professional Development Meetings (PDM); assess
the capacity of HTs to support teachers and ensure good
classroom practices; and mentor and coach SSOs, HTs and
AHTs through modeling of good practice and constructive
feedback.
The SSV was to ensure that head teachers, assistant head
teachers and teachers all got targeted assistance. In addi-
tion to the generic capacity strengthening through face-to-
face training, the teachers were provided with an oppor-
tunity to seek guidance on specific aspects of teaching and
learning. SSOs observed the teachers while conducting their
lessons and provided opportunities for the teachers to re-
flect on their teaching techniques and identify areas of
strengths and areas that need strengthening. During the
feedback session, the SSO sought to hear from the teacher
what s/he felt went well and what needs to be improved.
The teacher is supported to think through the process and
identify the support needed. In some cases, the SSO demon-
strates effective lesson delivery during PDM to support the
teacher to teach more effective lessons.

SSV Cycle

A teacher using an instructional material in her lessons during the SSV.

NSF facilitated the SSV using the above SSV cycle as a model
SSOs, HTs, AHTs and the class teachers of the visits. This was
of good practice for the SSOs to understudy. This was essen-
to ensure that the Head Teachers and teachers prepared
tially a mentoring session on how to conduct SSVs. The SSOs
sufficiently to participate in the learning process. In each
provide information to Head Teachers (HTs) on how to sup-school visited, most of the SSOs, HTs, AHTs, and Class Teach-
port the teachers in the school. In addition to mentoringers (CTs) were present and participated actively. The facilita-
and supporting teachers, the SSO was also supported to tors joined the school assembly and greeted the pupils, re-
mentor head teachers on school leadership and manage- viewed documents, especially the lesson observation rec-
ment. The SSOs supported the Head Teachers to conduct ord, and filled in the school visit record, discussed the Head
Professional Development Meetings (PDMs) in schools. Teachers’ priorities for school improvement, agree what the
Head Teacher would do and what the SSO should do before
Ahead of the SSV, the State Universal Basic Education
the next visit.
Boards (SUBEBs) in the participating states informed the

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 ADOPT-A-SCHOOL INITIATIVE (AASI)|2016 - 2018 |SPECIAL EDITION NEWSLETTER 11

During the two-day visit to the schools not all the teachers in all
the schools were supported and mentored however the visit
provided the capacity for the SSOs to observe all the teachers on
a regular basis. The observation focused on teachers’ ability to
manage pupils’ negative behaviour during lessons; teachers’
ability to improvise and effectively use teaching aids during les-
sons; teachers’ ability to efficiently use lesson plans during les-
sons; teachers’ responses to learners’ questions; and teachers’ Mr. Denis Ezra, Head Teacher, Sangere Primary school conducting the
morning assembly during a School Support Visit in Adamawa State.
subject content knowledge. The specific areas of focus were:
i. effective use of teaching aids;

ii. different ways of grouping children;

iii. praising children and providing constructive feedback;
iv. what the pupils should be learning during the year;
v. encouraging all pupils’ to participate in learning;
vi. using activities to help pupils learn; and
vii. assessing pupils learning. Pupils making use of low-cost earning materials while in class.

NSF Trains Teachers for the Walk-in-Centers for Oando

Foundation

N SF Developments Limited trained 39 teachers for

the Walk-in-Centers (WIC) in some of the Adopted
Schools from 4-7 December 2017. A Walk-In-
Centre is an informal education setup designed to work with
• support the integration of the OOSC into formal
schools.

The four-day training commenced with an assessment of the

teachers on reading and materials development. NSF Devel-
Out-of-School Children (OOSC) to provide Accelerated Liter-
acy that would enable them to transition into the formal oped training materials, which were used for accelerated
education system. A selected number of the Oando Founda- learning. The training sessions were highly interactive and
tion Adopted School have Walk-In-Centers staffed by trained engaging to offered opportunities for children with different
community volunteers while other are managed by teachers learning need to participate in learning. Games, activities,
in the schools. The WICs create informal platform that al- group tasks, practical presentations, and worksheets and
lows learning to happen more naturally. Teachers work with deep questioning were used for the training. Low-cost re-
the School-Based Management Committee members to sources were created with simple, readily available and stur-
identify OOSC and map them to the nearest WICs for enroll- dy materials to match the learning objectives in the Lesson
ment. Plan. Teachers were all encouraged to maintain the practice
of developing instructional materials in a resource-poor en-
Training teachers for the Walk-In-Centers aimed to create a vironment to enhance learning and promote a more child-
practical experience for the teachers to teach Out-of-School centered environment.
Children (OOSC) how to listen attentively, speak in local lan-
guage and English, read and write within nine months. The
specific objectives were to:

• increase the knowledge and understanding of letter

sounds, alternative sounds, and tricky words;

• build capacity to develop relevant resources and in-

structional materials to match learning objectives and
make learning interesting;

• prepare teachers to use learner-centered techniques

Low-cost study materials developed at the training.
to teach OOSC literacy; and

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12 ADOPT-A-SCHOOL INITIATIVE (AASI)|2016 - 2018 |SPECIAL EDITION NEWSLETTER

Participants show their instructional material during a

Teacher working on a group exercise.
training session

Conducting a SSV at the Sabon Gari Yoldpate II Nursery &

Assessing a teacher as she conducts her lesson in class.
Primary School School, Adamawa

A teacher making submission during an interactive ses-

sion in plenary.
Pupils adapt to the newly improved classroom sitting ar-
rangement .

Training teachers on multiple intelligences and the use of

Beneficiaries participating in the training games to teach different concepts in Mathematics.

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 ADOPT-A-SCHOOL INITIATIVE (AASI)|2016 - 2018 |SPECIAL EDITION NEWSLETTER 13

Cross-section of beneficiaries in plenary. Cross-section of participants at one of the training course.

A school Support officer examining a teacher’s lesson plan.

School Teachers in Niger engaged in development of instructional materials to enhance learning

Supporting teachers to improve on classroom management methods in the Adopted Schools

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14 ADOPT-A-SCHOOL INITIATIVE (AASI)|2016 - 2018 |SPECIAL EDITION NEWSLETTER

State by State Summary Continued from page 9

Niger State: The training of eighteen participants made up
of: seven head teachers, six assistant head teachers and five
SSOs selected from three local government education au-
thorities – Chanchaga, Bosso and Paikoro by the Niger State
Universal Education Board (NSUBEB) was conducted from
12th to 17th July 2018.

Sokoto State: A follow-up training of twenty-one partici-

pants made up of five headteachers, seven assistant
headteachers, seven school support officers and two SUBEB
Quality Assurance Officers was conducted for the six prima-
ry schools of Shehu Malami Primary School; Tafida Aminu
Primary School; Salihu Anka Primary School; Ibrahim Gusau
Primary School; Amadu Danbaba Nizzamiya Primary School;
and Mabera Magaji Primary School in Sokoto state. The
training held at Ahmad Danbaba Nizzamiyya Model Primary
School, Yar Akija Sokoto on 9th and10th July 2018.

Ebonyi State: The training of 60 teachers was held from

Monday 8th – Thursday 11th December 2017 in the confer-
ence hall of the State Universal Basic Education Board
(SUBEB) Ebonyi. The 60 teachers were selected from the
four Oando Adopted Schools of Azuiyioku Urban School 1;
CPS Abonyi Okpoto; CSS Onaufiukwa; and Azuiyioku Urban
School 2.
mary School I, Oke Ado, Ebenezer A/C Basic Primary School II,
Ekiti State: 68 teachers from three Adopted Schools of L. A.
Oke Ado, and Ebenezer A/C Basic Primary School III, oke Ado
Nursery and Primary School (Olobe) Ado Ekiti; Methodist
were beneficiaries from Oyo State. Teachers of Agbonran
Nursery and Primary School 1 Ikole Ekiti, Ode Ayedun; and
Model Elementary School were selected from Osun State.
SUBEB Model Nursery and Primary School Ikere Ekiti were
trained from 11th -14th December 2017. The training took Osun State & Ondo State: 15 participants from Agbonran
place in Ekiti SUBEB hall, Ado Ekiti, Ekiti State. Model Elementary School, Osun State were beneficiaries of
the training. While 26 teachers of both L. A. Primary School 2,
Cross River State: 118 teachers of the four Oan do adopted
Oke Bola Akure and St. Benedict Catholic Primary School, Irun
schools of St Patrick Adiabo Odukpani Primary School; Gov-
Akoko in Ondo state were selected to partake in the training.
ernment Primary School Eknonim; and Nomadic Primary
It held from Tuesday 18th – Friday 22 December 2017 at the
School, and Government Primary School, Asabanka in Cross
UMC Demonstration School, Oke Ado, Molete Ibadan in
Rivers State were trained at the Government Girls Second-
Oyo.
ary School, Big Qua, Calabar Municipality from Monday 18-
Thursday 21 December 2017. Lagos State: 85 participants made up of 8 head teachers, 8
assistant head teachers and 69 class teachers from the eight
Enugu State: 26 teachers from three Oando Foundation
Oando Foundation adopted Primary Schools in Lagos state,
adopted schools (Ekulu Primary School 1. Enugu; Ekwu Pri-
namely, Metropolitan Primary School Apapa; Anglican Nurse-
mary School, G.R.A; and Premier Primary School, Udi) were
ry & Primary School Apapa; Idi‐Odo Primary School Somolu;
trained from Monday 18th – Thursday 21st December 2017.
Temidire Primary School Somolu; Ogo‐Oluwa Primary School
Oyo, Osun & Ogun States: 71 teachers from the three Somolu; Olisa Primary School, Mushin; Olokun Primary
states of Oyo, Osun, and Ogun were trained together in Oyo. School II, Oshodi/Isolo; and Archbishop Taylor Memorial
The teachers were from seven Oando Adopted Schools Primary School Eti‐osa were trained from August 15th to
across the three states. Teachers of Ebenezer A/C Basic Pri- 18th 2016 in Lagos state.
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 ADOPT-A-SCHOOL INITIATIVE (AASI)|2016 - 2018 |SPECIAL EDITION NEWSLETTER 15

Group photograph of beneficiaries with facilitators of the training programme in Sokoto state.

Akwa Ibom: 81 teachers of the nine adopted primary schools
of St John Lutheran Nung Oko Akpasima, Ibesikkpo Austan; St
Partick School Mbioto/Ikot Nseyen Etinan; St Gabriel R.C.M
Nung Okuruan, Oboetim; (Q.I.C)Town School Nsit Ibom, Swed
Three Town School Uyo; Government School Ikot Okoro;
Government School Ikpe Annang; Government School Ikot
Essien; and Government School Itung Abak was held in two
clusters in Uyo and Ikot Okoro in Akwa Ibom state. The
training was held at St Michael Primary School, Uyo from
Monday 8-Thursday 11 January 2018.
FCT. The training was followed up with a 2-day School Sup-
port Visit (SSV), focused on a specific concept in the three
core subjects of Mathematics, English, and Science.
Plateau State: 156 teachers from four adopted primary
schools of St Paul’s Township Jos; Local Education Authority
(LEA) Pilot School Tudun Wada, Jos; Local Education Authori-
ty, Bungha Gidan Mangu; and T/Baptist Science, Shendam
were trained. The training was held at the Township Primary
School near Jos North LEA Secretariat from Monday 11th -
Thursday 14th December 2017.

A pair of participants preparing for plenary presentation on principles of adult

learning (Akwa Ibom Cluster).

Federal Capital Territory: 12 teachers including the

Participants during pair discussion on criteria for an effective school (Plateau
Headteachers and Assistant Headteachers were trained from
Cluster)
Monday 1st to Wednesday 3rd August 2016 at the Local Edu-
cation Authority (LEA) Primary school, Filandabo in Dei Dei,
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 NSF Trains Training of School Support Officers

I
n order to continue to improve the capacity of
teachers in a sustainable way and ensure that teach-
ers get Continuing Professional Development (CPD)
in a cost-effective way, Oando Foundation invited NSF De-
velopments Limited to train School Support Officers (SSOs)
as teacher trainers and mentors. SSOs are staff at the Local
Government Education Authority (LGEAs) whose regular
duties are to support schools. In some states, this category
of staff already existed while in others, Oando Foundation
supported the State Universal Basic Education Boards to
establish this cadre of competent trainers at the local gov-
ernment level who will continue to train and support Head
Teachers (HT) and Teachers to become more effective in
their teaching duties.
The main purpose of the training was to improve the capaci-
ty of the SSOs to train and provide mentoring-support to
teachers and head teachers in order to improve pupils’
learning outcomes. The specific objectives of the training
were to strengthen SSOs capacity in the areas of:
i) child/learner- centered pedagogy;
ii) subject content knowledge in the three core subjects
of English Language, Mathematics and Basic Science
& Technology; and
iii) practical skills in school-based mentoring and sup-
port.

Assisting participants to produce teaching aids

Participants presenting at plenary

Esteemed Partner Editorial Team

Editor: Dr. Nguyan Shaku Feese Ph.D.
Contributor: Nwachukwu C. Kelvin
All correspondence should be directed to the Executive Director, NSF DEVELOPMENTS
LIMITED.
+2347085908319 ,
info@nsfdevelopmentsltd.com
Address: Plot 1025 (590F) Adetokunbo Ademola
Crescent , Wuse II, Abuja.

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