Teachers' Voice – Nigeria - VSO

4.1.4 RECRUITMENT, POSTING AND PROMOTION: RECOMMENDATIONSVSO recommends the following:• Employ enough teachers to comply with the government recommended pupil–teacher ratio of35:1, ensuring an adequate number of teachers per school.• Special needs schools should only employ teachers trained in special needs and the governmentneeds to provide these teachers.• Implement and monitor the execution of the TRCN’s law to employ only qualified teachers andmake the employment of unqualified teachers prosecutable by law.• Upgrade all grade two level teachers.• Implement promotions without delay or manipulation, every three years.• Promotions within school are to be on the basis of experience and qualifications, thus employingthe best person for the job.• State and local government should monitor and inspect all promotions to ensure transparencyand accountability.5 POLICY PROCESSES5.1 SUPERVISION, SUPPORT AND GUIDANCE5.1.1 SUPERVISION, SUPPORT AND GUIDANCE: POLICY FRAMEWORKThere are three levels of inspectorates – federal, state and local – working separately to examineand assess head teacher and teacher performance in schools. Each inspectorate has its ownprogrammes and policies for carrying out the same job, without collaboration. The FME intendsto address this in its reform.5.1.2 SUPERVISION, SUPPORT AND GUIDANCE: TEACHERS’ VIEWS“The lack of interest for education, honestly speaking, tends to make us a bit lazybecause there are no regular supervisors to visit and see how you are teaching thepupils to assess whether the way you teach is right or wrong.”(Teacher)Teachers desire regular inspections and believe it will motivate them to perform better inthe classroom. They expect frequent visitations to make them feel visible and noticed, ratherthan neglected and ignored, as they do at present. Some have not been inspected foryears, particularly in the rural areas, resulting in their workforce feeling alone, unsupportedand unguided.The teachers explain how they need feedback on their performance and advice on how toimprove their teaching skills. They believe that regular inspections will also build a relationshipbetween teachers and the government, providing a way to express concerns and building mutualfaith and trust.5.1.3 SUPERVISION, SUPPORT AND GUIDANCE: STAKEHOLDERS’ VIEWS“The LGEA is responsible for auditing schools. However, it does not look at the capacityof the schools and the number of pupils. Most schools are overcrowded, but the LGEAdoes not mark this as a problem. The LGEA should send supervisors into schools on adaily basis. But even if they have mobility, which they don’t, there are no resources tofuel the car. So, in reality, supervision does not take place.”(SUBEB representative)Numerous stakeholders support the view that supervision occurs rarely, or not at all, due tolack of interest and lack of funds. Several LGEAs and SUBEBs blame lack of sufficient funds for26