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HomeNewsYobe Government applauds UNICEF's Teacher Support Initiatives

Yobe Government applauds UNICEF’s Teacher Support Initiatives

#Zulum238Projects #Term2 Focus: Education (54 Projects) Zulum's 5th year in office, consolidating on sterling 4 years of the first tenure. “1,195 Projects and Counting.” Series on 238 projects in the first year of the second tenure of Governor Zulum.

From Ahmad Mujahid, Yobe

The Hon. Commissioner, Yobe State Ministry of Basic and secondary Education, Ass. Prof. Abba Idris has paid a working visit to the Girgiri Pilot Primary School Nguru, where Teaching at the Right Level ( TaRL ), stepdown Training Workshop is currently happening.

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The Hon. Commissioner was taking round by Mallam Hamisu Ado, Education Secretary, Nguru Local Government Education Authority to witness the conduct of the Training Workshop sponsored by the United Nations Children’s Education Fund ( UNICEF ), in conjunction with the Yobe State Universal Basic Education Board

while addressing a cross section of the participants, Idriss stated that the Yobe State Government is fully aware of all teacher’s dedication and sacrifice towards reducing the number of out of school children in the state.

During the visit, he tasked the teachers to redouble their efforts in improving the learning outcome of their pupils; saying when you succeed in achieving that posterity will definitely judge them.

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He said, ” this is an opportunity that came your way through your choicing profession therefore, I urge you to use the chance given wisely”.

He thanks the UNICEF for initiating the support which is aimed at building the capacity of thousands of teachers in the state.

TaRL (Teaching at the Right Level)
is a pedagogical approach that focuses on teaching children at their current learning level, rather than their chronological grade level.

The methodology aims to address learning gaps and ensure that students are adequately prepared for future academic challenges.

By focusing on individual learning levels, TaRL helps bridge the gap between where students are and where they need to be, fostering a more inclusive and effective learning environment.

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