Ad-Hoc Teachers’ Skills In Internally Displaced Persons’ Camps In North-East Nigeria And Its Challenge To Meeting Sustainable Education Needs In Emergencies
Education is both a goal in itself and a means for attaining all the other Sustainable Development Goals (SDGs). It is an integral part of sustainable development. That is why education represents an essential strategy in the pursuit of the SDGs. This paper assessed the basic teaching skills of the ad hoc teachers in charge of Internally Displaced Persons in North-east IDPs camps. The descriptive survey research design was adopted for this study. Purposive sampling procedures were used to select two camps per state in selected states in North-east Nigeria. Population for the study comprised all the ad hoc teachers in Internally Displaced Person camps in North-east, Nigeria. A representative sample of 120 teachers was sampled in Adamawa Borno and Yobe states. A checklist was used to elicit information from adhoc teachers in the camps on expected skills as defined in the Inter-Agency Network for Education in Emergency (INEE) minimum standard for teachers and other education personnel for Education in Emergency. The percentage was used to describe their responses. The teaching skills assessed and analyzed were: Child-centered skill, Emergency code identification, skill counseling skill, Trauma management skill, Child right skill, Disaster Management skill First Aid skill, psychosocial skill, Health/Hygiene and Peace Education skills. From the results, it was observed that training for emergency teachers was ineffective and uneven; necessary skills that could enhance quality teaching/learning process were not possessed thus posing a threat to qualitative life-long and all-inclusive IDPs education. Hence, it was recommended that training for emergency teachers should be done consistently and sustainably this will ensure achievement of the Sustainable Development Goals.
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