By: Asuquo Eyo
Recently l was drawn to an online publication by a concerned Cross Riverian calling for the conversion of the Teachers Continuous Training Institute (TCTI) located in Biase Local Government Area of Cross River State to a state polytechnic or university, apparently because of its top-notch facilities, well maintained infrastructure and quality leadership. I couldn’t help but feel that such a proposal misses the mark.
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While I acknowledge the advocate’s genuine concerns, I strongly disagree with this advocacy, convinced that it was not well thought-out and deviates from the founding principles and objectives of the TCTI.
As a member of the teaching profession, l ultimately understand that the Institute was established to drive Change in our state schools, and his proposal does not align with that vision.
Firstly, the author’s opinion recognizes the infrastructure quality on ground but overlooks the crucial distinction between its intended purpose and its actual design. It’s noteworthy that the Teachers Continuous Training Institute has a distinct mandate: providing continuing professional training for teachers, which has a direct and profound impact on the quality of education in our primary and secondary schools, both within the state and beyond. This mandate plays a major role in shaping the caliber of education.
Secondly, the TCTI holds a unique position as one of the few premier teacher training institutions in southern Nigeria and the second of its kind nationally, after the National Teachers Institute (NTI) in Kaduna. Having visited the TCTI recently, its amenities and model are distinguished by an impressive array of digital literacy and IT-compliant equipment, unparalleled in the country.
As practising teachers, we’ve witnessed a glaring gap in retraining opportunities in our state for several years. TCTI Biase has filled this void, and its loss would severely hinder our ability to provide quality classroom education.
Thirdly, the institute stands as a unifying legacy for Cross River State. By hosting trainees and resource persons from diverse backgrounds, it promotes cross-cultural understanding and capacity building for basic and foundational learning, ultimately enhancing education quality.
The writer erroneously linked the secondary school to the Institute. In reality, the demonstration secondary school serves as a hands-on training ground for teacher trainees attending the institute, much like similar facilities at other teacher training institutions.
More than 2,000 educators, comprising principals, primary and secondary school teachers, head teachers, and vocational/technical school instructors have benefited from specialized training programs organized by the TCTI Biase over the past two years. This targeted training wouldn’t be possible in a university or polytechnic setting.
Just as medical doctors, nurses, accountants and lawyers have dedicated spaces for growth, teachers deserve equally conducive environments for professional development.
The TCTI stands as an iconic institution that demonstrates classroom reinvention to the teachers.
During the year, I was delighted to hear fellow primary and secondary school teachers enthusiastically share their testimonials on the impactful ICT training provided by the management team. This training equips tutors with modern classroom skills to pass on to their students.
While universities and polytechnics have their mandates to turn out graduates in the various programs, the retraining of their graduates are done outside university campuses. Our dear state is fortunate to have such a well-maintained facility like a brand new institution, ideal for refining knowledge.
Above that, teacher training institutions provide numerous benefits to the nation such as enhanced learning productivity, social mobility for students and teachers, research facilitation, informing evidence-based education policy and practice, foster state competitiveness, boost student learning outcomes, and cultivating a skilled workforce.
Additionally, the TCTI offers curriculum development, and cultural preservation because Teachers help preserve national culture, values and history.
By investing in a Teachers Training Institute, a nation invests in its future, enhancing a highly skilled labor that drives economic growth, social cohesion, and national integration and development.
The Cross River State House of Assembly that passed the Law to establish the TCTI were not misplaced in their vision for the State. Those house of assembly members who contributed immensely through debates that formed the enactment of the legislation are still active and will be glad to see the outcome of their vision for atleast 10 years, not a hasty review.
As a concerned Cross Riverian from the Southern Senatorial District, one should not even contemplate converting such a project of national importance to our teaching profession to a university or polytechnic at a time when the federal and state governments are grappling with funding the existing institutions in the country.
Teachers attending training programs at the TCTI receive logistical support like free accommodation, meals and transportation support. This level of assistance is unparalleled in Nigeria. However, I question the long-term sustainability of this gesture. To ensure the Institute’s continued viability, I propose that trainees be sponsored by government entities at all levels. In today’s era, relying solely on government funding is no longer viable for institutions. The TCTI must explore diverse funding sources and develop self-sustaining strategies.
So, rather than convert same, I strongly opine that the State government should forge the relevant partnerships to enable the institution to live up to its potentials and operate at optimal capacity.
Asuquo Eyo writes from Akamkpa
