Advancing Teacher Education: Landscape Assessment at FCT College of Education, Zuba
The Pre-Service Teacher Training project, led by Sydani Group in collaboration with CEBAR Consulting aims to transform the teacher education landscape in Nigeria through the implementation of the innovative 4-in-1 teaching model. This model integrates Microteaching, Jigsaw, Problem-Based Learning (PBL), and the Technological Pedagogical Content Knowledge (TPACK) framework to improve the skills and knowledge of pre-service teachers in pedagogy, technology integration, and curriculum delivery.
In essence, the project addresses identified gaps in teacher training modules across selected states, representing Nigeria’s six geopolitical zones. By leveraging the 4-in-1 teaching model, the initiative seeks to enhance pre-service teachers’ competencies in pedagogy, technology use, and curriculum implementation.
To lay the groundwork for this initiative, members of the Sydani Group project team — Dr. Hilary Okagbue (Principal Investigator), Ms. Carol Barlow (Senior Technical Advisor, CEBAR Consulting), and three research analysts (Sunday Nto, Emediong Otu, and Iyobosa Amadin) — engaged with Dr. Sule Mundi (Provost), Dr Olotu Adegbemisola (Deputy Provost) and Dr Auwalu Saminu (Director, Quality Assurance, and focal person) at the FCT College of Education, Zuba in Abuja on September 23, 2024. During the meeting, Dr. Okagbue re-introduced Sydani Group and presented a comprehensive overview of the project, highlighting its objectives and the impact it is expected to have on pre-service teachers and teachers’ education in Nigeria. Both the provost and deputy provost expressed their enthusiasm for the partnership with Sydani Group and CEBAR Consulting.
Following this engagement, the project team administered the College of Education (COE) Readiness and Suitability Assessment tool. This tool consists of 63 questions which covers five thematic areas: classroom infrastructure, technology and equipment, library and learning resources, administrative support and general statistics/population data. It was completed by the deputy provost and focal person, marking a critical step in assessing the institution’s readiness to participate in the project.
After administering the tool, the team proceeded with a comprehensive landscape assessment at FCT COE. This assessment further evaluated the institution’s readiness to participate in the project, marking a key step toward its successful implementation. Below are the key findings from the visit:
Key Findings from FCT College of Education, Zuba
The landscape assessment at FCT College of Education, Zuba, aimed to determine the institution’s readiness for the program implementation. By reviewing infrastructure, technology access, library resources, and staff capacity, the assessment establishes a clear picture of the institution’s strengths and areas for improvement. The findings from this assessment will inform strategic decisions and preparations for launching the project.
Classroom and IT Infrastructure
The assessment revealed that FCT College of Education is well-equipped, with a substantial number of classrooms, all designed to support collaborative learning environments tailored for the 4-in-1 teaching model. Classrooms are furnished with whiteboards, projectors, and ample seating arrangements, which align with the model’s requirement for flexible, collaborative learning environments—particularly useful for Microteaching and Jigsaw activities.
The IT lab at FCT COE Zuba is well-resourced with a considerable number of operational computers, with a robust network coverage and adequate technological support. This aligns perfectly with the TPACK framework, which emphasizes the integration of technology into teaching practices. The lab’s operational state ensures that pre-service teachers will be well-equipped to engage with technology, an essential aspect of modern teaching.
Additionally, the micro-teaching lab is functional, though it may benefit from minor renovations to optimize its use for teacher training. These facilities are crucial for hands-on teaching practice, as Microteaching allows pre-service teachers to practice in a controlled environment, receive feedback, and refine their skills.
Library and Learning Resources
The institution’s library contains thousands of books relevant to education, providing a solid academic foundation for pre-service teachers. However, the availability of digital resources such as e-books and online journals is limited. Expanding access to these resources would significantly benefit students, especially in alignment with the Problem-Based Learning (PBL) component of the project, which requires access to diverse materials for research and inquiry-based learning.
Key Statistics from the Assessment
- Student Population: FCT Zuba has over 8,000 students, with approximately 45% of them being female.
- Staff Composition: The institution employs over 500 staff members, with female staff making up about 30% and represented across both academic and non-academic staff.
- Technology Readiness: The IT lab is equipped with over 200 fully operational computers, ready to support the digital components of the 4-in-1 model, particularly TPACK.
- Security and Support: The campus is secured with CCTV surveillance and on-site security personnel, ensuring a safe environment for both staff and students.
Ongoing Efforts and Focus Areas for Improvement
The management of FCT College of Education, Zuba, is actively working to address several areas of development in line with the evolving needs of teacher education. One of their key initiatives involves expanding the digital resources available in the library. While acknowledging the current limitations, efforts are already underway to increase the collection of e-books and online journals to better support inquiry-based learning methods, such as those integral to Problem-Based Learning.
Moving Forward
FCT Zuba College of Education is well-positioned to implement the 4-in-1 teaching model, with fully operational IT facilities, well-maintained classrooms, and strong leadership support. With the successful completion of the landscape assessment, the next steps will involve training pedagogy experts and pre-service teachers, followed by the deployment of the 4-in-1 model in real classroom settings. This initiative will equip the next generation of Nigerian teachers with the skills they need to deliver high-quality, student-centered education, ultimately raising the standard of teaching across the country.
