The Minister of Education, Dr Tunji Alausa, has challenged provosts of colleges of education across the country to demonstrate measurable results in implementing the dual-mandate policy, improve institutional accountability and strengthen teacher preparation.
Alausa said the policy presented an opportunity to reposition colleges of education, improve the quality of teacher training and expand opportunities for academic and professional advancement.
The minister, represented by the Director of Colleges of Education at the Federal Ministry of Education, Dr Cecilia Uba, spoke at the National Commission for Colleges of Education Teacher Education Leadership and Impact Award ceremony in Abuja on Thursday.
Alausa reaffirmed the Federal Ministry of Education’s commitment to working with the NCCE, provosts and other stakeholders to implement policies that would improve the quality, relevance and global competitiveness of teacher education in Nigeria.
He commended the commission for organising the awards, describing the initiative as an opportunity to recognise educational leaders whose dedication and professionalism had contributed to improving educational outcomes.
The minister urged the award recipients to regard the recognition as a call to greater responsibility, innovation and service rather than merely a reward for past achievements.
The dual-mandate policy allows eligible colleges of education to offer both the Nigeria Certificate in Education (NCE) and approved bachelor’s degree programmes in education, creating additional pathways for teacher training and academic progression.
Its implementation has placed renewed emphasis on institutional capacity, quality assurance, adequate facilities and the ability of colleges to produce teachers equipped to meet changing classroom demands.
Speaking at the event, the Executive Secretary of the NCCE, Dr Angela Ajala, urged provosts to improve institutional performance, embrace innovation and ensure measurable improvements in student learning.
Ajala said the quality of Nigeria’s education system depended significantly on the quality of its teachers, whose competence was shaped by the institutions responsible for their preparation.
