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Enriching ourselves from the Nigerian experience of its National Teacher Education
Policy (NTEP), we can also derive the same principles that would touch on some of
the key challenges we have seen in the ZEP sector (Obanya 2010). These are:
a.
b.
c.
d.
e.
f.
g.
Attracting the right calibre people into the ZEP sector
Screening the right teacher into teacher education
programmes,
Monitoring and evaluating the quality of teacher education
programmes,
Gauging teacher’s mastery of the subject matter,
Assessing teachers’ level of classroom effectiveness,
Reviewing professional support for teachers, and
Ensuring their continous education and professional
development.
The above sound explicit teacher policies of the ZEP sector in primary education
will draw attention to the teachers servicing the ZEP schools and they will de facto be
the object of attention as teachers who have a committed role to the pupils as well
as to themselves.
However, developing national teacher policies should not be a panacea in itself.
A variety of regulatory frameworks and management structures may be needed for
their implementation to have a well-articulated relevance.
[ 38 ] INRULED