Mandatory Continuing Professional Education Programme

Of all noble professions in the world, teaching is indeed one of the oldest. The teaching profession made the mergence of other professions possible, because practitioners in these other profession are educated by the teacher. Therefore, teaching occupies a fundamental and critical position in the advancement of any society. It is a versatile and dynamic field of endeavor that requires a t all times the correct identification of the indices of development in society. These indices cover all areas of life; science, technology, mathematics, art, history, politics, economy, culture, and other issues in development. It then acts as agent or vehicle of change transforming society to desired ends. This is done by imparting the relevant competencies on generations of the citizens.

This onerous responsibility of the teaching profession makes it imperative that teachers themselves should be an embodiment of wisdom, virtue, dynamism, positive change and constant search for ultimate knowledge in the various fields of life. This is why Mandatory Continuing Professional Education (MCPE) has been an integral part of any well-meaning profession, and teaching cannot be an exception. Through the Programme, teachers can be kept “on their toes” regularly searching for the latest information, skills and breakthroughs.

Consequently, it is expected that all professional teachers will appreciate the good they will do to themselves and the teaching profession by taking the MCPE Programme most seriously. In like manner, employers and all Education stakeholders can see that the Programme is here to reinforce their organizational and societal goals, which is that of research, development and progress of human race. Therefore, I urge all teachers, employers and stakeholders generally, to regard the goals and vision of the MCPE Programme as part of their legitimate professional and organizational obligations and to give maximum support towards its success.

Every profession has two yardsticks namely, ye power of self-regulation and the ability to lead ideas within its field of expertise. The former with regard to teachers was made possible with the setting up of the Teachers Registration Council of Nigeria through Act 31 of 1993 while the later is already possible through continuous exploration of ideas and knowledge.

Teaching as a profession is a form of public service, which require from teachers expertise knowledge and specialized skill, which are usually maintained through vigorous and continuous training. There is also a call for education and welfare of he learners in their charge. Mandatory Continuing Professional Education (MCPE) Programme will provide these teachers with the tools to met theses challenges, ensuring that they are up-t-date with information that will match the test of time. Professional development therefore requires a lot of technical information, materials, adequate financial outlay and commitment. These are however all essential considering the role of teachers in education.

Furthermore, there is also need fro seminars, workshops and conferences fro the teeming population of teachers in the world in general and Nigeria in particular. This will help the teachers to open up new ideas around the globe. It will indeed be an understatement to state that professional development avails teachers the opportunity to develop and demonstrate their profound competence against set standards. Such an opportunity will be original, creative and thought provoking. There is the need to focus on the central issues surrounding professional development, setting clear goals for policy which include the need for teachers to become intellectual engaged with their subject matter and deepen their understanding of key concepts. Professional development is absolutely essential for strength, vibrancy and future of the teaching profession.

Teacher Registration Council of Nigeria, other government agencies, the teaching associations, unions, teachers, and all stakeholders including the developed private sector all have a role to play in the professional development of teachers.

The best way of raising the quality of teachers is by means of constant in-service training for service teachers. A professional development Programme is the most valuable channel for updating the standard of the profession. The TRC will initiate and encourage teachers to attend in-service training, seminars and workshops. Employers will be advised and encouraged to sponsor teachers for such programmes. The Programme needs to be taken seriously by both teachers and stakeholders as it is designed to sharpen the skills of teachers, which in turn will better performance in their duty and thus higher quality education. This also in turn makes the entire society more productive to development, investment and growth

2. OBJECTIVES OF TEACHERS MANDATORY CONTINUING PROFESSIONAL EDUCATION PROGRAMME

The objective of Mandatory Continuing Professional Education Programme are as follows:

(i) Provide a forum for cross-fertilization of ideas and experiences, which would ultimately improve professional competence and commitment,

(ii) Offer intellectual, social and engagement with ideas, materials and colleagues. If teachers are to teach for better understanding, they must be intellectually engaged in their discipline and work regularly with others in their field.

• Maintain competence and relevance of the educationist/teacher in today's economic, technological, political and social environments in the country.

(iv) Demonstrate the Council's social responsiveness by encouraging members of the teaching profession to have adequate current educational knowledge and skills in the drive towards maintaining professional excellence at all times.

(v) Keep teachers abreast with the latest innovation in the teaching profession and prevent the setting in of the law of diminishing returns, that could crop in without continuous training.

(vi) Sharpen skills, knowledge and ensure continued relevance of teachers in the educational or school system. This enables them to perform better in the classroom. Thus the teachers become more useful to their employers, Learners and communities.

(viii) Provide opportunity to supplement the initial training of teachers and expand their knowledge and skills to meet the needs in education service.

(ix) Serve as an ongoing process of change in order to assist teachers adopt, contribute and participate actively in the implementation of challenges ahead,

3. PROVISION OF THE NATIONAL POLICY ON EDUCATION RELATING TO PROFESSIONAL DEVELPOMENT

The national policy on Education (NPE) 3 rd Edition (1998) has made certain provisions relating tot the above mentioned topic.

In section 1 (7) c, the national education goals which are derived from the philosophy are:

• The acquisition of appropriate skills and the development of the mental, physical and social abilities and competencies as instrument for the individual to live and contribute to the development of his society.

In consequence, the quality of instruction at all levels has to be oriented towards inculcating the following values:

Faith in man's ability to make rational decisions,
Moral and spiritual principles in inter-personal and human relations,
Shared responsibility for the common good of the society,
Promotion of the physical, emotional and psychological development of all children, and
Acquisition of competencies necessary for self-reliance.

"In order to reap the full benefits (potentials) of the mandatory continuing education programme all other agencies would be required to operate in concert on a continuous basis. The onus also rests on the federal government to take appropriate measures to affect all related policies".

Education shall continue to be highly rated in the national development plans because education is the most important instrument of change; any fundamental change in the intellectual and social outlook of any society is preceded by an educational revolution.

Life-long education shall be the basis of the nation's educational policy.
Education and training facilities shall continue to be expanded in response to societal needs and made progressively accessible to afford the individual more diversified and flexible choice.
Educational activities shall be centered on the learner for maximum self-development and self- fulfillment.
At any stage of the educational process after junior secondary education, an individual shall be able to choose between continuing his full time studies, combining work with study, or embarking on full time employment without excluding the prospect of resuming studies later on. . .

This has been amply provided for in Section 56 (b) of the National Policy on Education (NPE) which stipulates that:

Since no education system may rise above the quality of its teachers, teacher education shall continue to be given major emphasis in all educational planning and development.
The minimum qualification for entry into the teaching profession shall be the Nigeria Certificate in Education (NCE).

In that regard, Section)8 of the National Policy on Education (NPE) further states that:

All teachers in educational institutions shall be professionally trained. Teacher education programmes shall be structured to equip teachers for the effective performance of their duties. . . "

Section 61 states that "in-service training shall be developed as an integral part of continuing teacher education and shall also take care of all inadequacies" .

Section 62 also states that promotion opportunities will be created which will make way for professional growth at all levels.

Section 64 recognizes the teaching profession in Nigeria as legal and specifically mentions the role of the Teachers Registration Council of

Teaching is a legally recognized profession in Nigeria . In this regard, Government has set up the Teachers Registration Council to control and regulate the practice of the profession.
Those already engaged in teaching but not professionally qualified shall be given a period of time within which to qualify for registration or be advised to leave the profession.

It is pertinent to note that the goals of educational services have been enumerated in Section 88 of the NPE. They include, inter alia:

To achieve the goals, Section 89 (a) provides that each state and Local Government shall establish Teachers Resource Centres where teachers will meet for discussion, investigation, study workshop, short courses and conferences. These centres shall also be used for the development and testing of teaching materials.

Section 89 (h) is relevant to professional development. It states that in service education courses for the upgrading of teachers shall be linked with educational broadcasting. Designated agencies shall provide distance education for teachers through radio, television and other means.

Teachers Registration Council (TRC) of Nigeria aspires to make teaching a dignified profession "with high standard, where teachers are motivated and respected like their counterparts in other professions.

Our mission in the Teachers Registration Council (YRC) of Nigeria is to promote professionalisation in teaching, enhance the continuous development and welfare of teachers, and the standard of teaching in Nigeria .

To be legally recognized as a teacher in Nigeria , an individual must register with the Teachers Registration Council (TRC) of Nigeria .

For an individual to be registered, Section G (1) of the TRC Act states that such a person must:

Pass a qualifying examination acceptable by4he Council and complete the practical teaching prescribed by the Council under the Act.

To retain one's name in the register of the Teachers Registration Council (TRC) of Nigeria , a teacher is required to comply with:

Mandatory Continuing Professional Education,
Internship after graduation,
Licensing,
Annual subscription, and
Other requirements stated by the TRC Governing Council from time to time.

The Mandatory Continuing Professional Education (MCPE) programme is a collection of meetings, intellectual and practical activities organized by TRC. It also includes training and education programmes organized within or outside the education sector which TRC approves as being relevant to the teaching profession and meeting the MCPE standards. The detailed contents and credit units of the respective programmes are to be determined by TRC based on the needs of the teaching profession for any given year. Generally, the MCPE programme will cover annual general meeting, annual conference, training and development workshops, etc.

A teacher registered with TRC is required to participate mandatorily in the MCPE programme each year as specified by TRC. This rule covers registered teachers at all levels of the Education system, public and private sectors and administrative positions. A teacher must be physically present in any programme to earn credits attached to the programme.

A teacher 60 years of age or above and/or retired from service may apply for exemption. Also any teacher certified to be medically unfit qualifies for exemption. Exemption is to be granted only after TRC is satisfied based on documented evidence that the teacher falls into any of the categories mentioned above.

At the end of any MCPE programme organized by TRC, credit earned by a registered teacher will be automatically recorded in his favour. For MCPE not organized but approved by TRC, the affected teacher must furnish TRC with information relating to the programmes in order to get them credited for him.

A teacher is required to at least earn 50% of MCPE credits for the three years proceeding his application for renewal of license. A teacher who fails to meet this requirement will not get his license renewed.